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HOW  SHALL  I  TEACH  HISTORY? 

By  such  an  application  of  the  Seminary  Method  as  is  suitable  ana 
practical  for  High  Schools  and  Academies,  as  well  as  for  Colleges. 

What  is  the  “Seminary  Method?” 

PROF.  F.  E.  Schelling,  of  the  University  of  Pennsylvania,  in  an 
article  in  the  Philadelphia -American  says:  “Perhaps  it  may  not 
be  impertinent  to  explain  to  our  readers  exactly  what  is  meant  by  the 
Seminary  method.  Briefly,  then,  the  Seminary  is  the  laboratory,  and 
the  Seminary  Method  is  no  more  than  an  extension  of  the  laboratory 
system  to  a  consideration  of  other  subjects.”  As  Prof.  Foster,  of  Ober- 
iin  College,  has  well  remarked:  “No  man  is  truly  a  student  of  any 
branch  until  he  is  an  original  student.  He  is  never  interested  in 
a  study  till  he  begins  to  pursile  it  for  himself  by  original  methods.” 
This  is  precisely  what  the  Seminary  contemplates ;  a  well  equipped 
laboratory  in  which  the  student  may  learn  the  use  of  his  tools  and 
where  original  research  may  be  pursued  under  competent  guidance. 

How  may  the  Seminary  Method  be  most  easily  and 
successfully  followed? 

By  studying  “original  saurces  ”  which  are  furnished,  together  with 
appropriate  problems,  by  the  works  described  below. 


Studies  in  General  History. 


(1000  b.c.  to  1880  a.d.)  is  An  Application  of  the  Scientific  Method  to  the  Teach¬ 
ing  of  History,  by  Mary  D.  Sheldon,  formerly  Prof,  of  History  in  Wellesley 
College,  and  recently  Teacher  of  History  in  the  Oswego  Normal  School,  N.  Y. 
Half  leather.  572  pages.  Price  by  mail,  #1.75  ;  Introduction  price,  $1.60.  The 
Greek  and  Roman  portion  is  bound  by  itself  under  the  title : 


Studies  in  Greek  and  Roman  History ; 


Or,  Studies  in  General  History ,  from  1000  b.c.  to  476  A.D. 
Price  by  mail,  $1.10;  Introduction  price,  $1.00. 


Cloth.  266  pages. 


It  is  the  object  of  this  new  text-book  to  give  a  collection  of  his¬ 
toric  material,  which  may  be  dealt  with  at  first-hand,  as  the  pupil 
deals  with  the  actual  substance  in  Chemistry,  the  living  plant  in 
Botany,  the  genuine  text  in  Literature,  thus  stimulating,  not  only 
memory,  but  observation,  judgment,  and  inference.  The  material  given 
consists  of  maps,  pictures,  lists  of  important  events,  men,  works, 
nd  deeds,  tables  of  political  organizations,  and  extracts  from  orig- 
nal  sources,  including  con  Titutir  ns,  creeds,  laws,  chronicles,  and 
fjoems.  It  is  accompanied  by  questions  which  are  of  the  nature  of 
problems,  answers  to  which  m usj^fggfe'ke  d  out  by  the  pupil  himself 


4 


NTS  TOR  Y. 


from  the  given  data.  The  book  thus  serves  as  a  little  historical  labora¬ 
tory  or  museum,  in  which  the  student  may  learn  how  to  interpret  the 
facts  of  society,  and  by  means  of  which  pupils  who  take  nothing  more 
than  the  ordinary  course  of  history  may  obtain  some  of  the  benefits  of 
that  “Seminary  Method first  employed  in  Germany,  and  now  so 
rapidly  superseding  every  other  in  our  leading  colleges. 

By  this  method  the  student  is  compelled  to  do  original  work  with  origi¬ 
nal  materials.  Such  original  materials  are  often  very  difficult  to  find, 
and  when  found  are  inaccessible  to  any  great  number  of  pupils,  besides 
being  generally  so  bulky  and  confused  as  to  require  much  time  to  select 
their  really  significant  and  instructive  portions.  To  select  these  por¬ 
tions,  and  bring  them  within  the  limits,  and  place  them  in  the  relations 
demanded  by  the  practical  needs  of  the  class-room,  is  one  gt^pat  aim  of 
this  work ;  the  other  is,  to  set  such  questions  as  will  develop  the  his¬ 
toric  meaning  and  connection  of  these  materials,  and  at  the  same  time 
call  forth  the  native  ability  of  the  student  to  deal  with  social  and  politi¬ 
cal  problems  for  himself.  It  is  a  book  to  be  studied,  not  read. 

The  Teacher  s  Manual  to  Sheldons  Studies 

in  General  History .  5X  by  7X  inches.  Cloth,  x  +  167  pages.  Intro¬ 
duction  price,  80  cents. 

CONTAINS  summaries  of  all  the  results  expected  to  be  attained 
by  the  students'  work,  together  with  suggestions  as  to  class-room 
method,  topics  for  examination  and  essay  work,  and  more  general  and 
connected  views  of  the  subject  than  it  would  be  wise  to  include  in  the 
students1  edition.  In  the  preface  to  the  Manual,  the  author  says :  — 

“  In  teaching  history  in  higher  grades,  three  points  must  always 
be  in  mind :  first,  to  give  each  student  independent  work ;  next,  to 
subject  the  results  of  solitary,  individual  thought  to  the  freest  criticism 
and  discussion  in  the  class-room  ;  last  of  all,  the  accepted  results  of  the 
collective  labor  must  be  arranged  in  compact  and  logical  order,  and* 
stowed  away  in  memory.  By  the  solitary  study  of  the  individual,  the 
mind  gains  power  and  originality ;  by  the  ‘  free  lance  in  a  free  field  *  of 
class-room  work,  the  mind  gains  courage,  sharpness,  speed,  and  gener¬ 
ous  temper;  by  the  strict,  close  sifting  of  study  and  discussion,  it  gaini 
concentration,  clearness,  and  breadth.  1 

“To  render  the  advantages  of  this  method  of  instruction  available] 
for  large  classes  with  limitedgMMfes,  and  a  limited  course  of  hi sJ 


HISTORY, ; 


5 


torical  study,  I  have  made  these  two  books :  the  Student’s  edition 
contains  the  material  and  the  problems  for  independent  study ;  the 
Teacher’s  Manual  contains  the  answers  to  these  problems,  embodied 
in  tabulations,  and  a  running  commentary  of  text,  which  may  serve  as 
suggestive  for  the  discussions  and  the  summaries  demanded  by  the 
class-room. 

“  As  for  the  advantage  of  this  method  to  the  teacher ,  I  can  only  say 
that  I  hope  it  will  save  him  the  tedium  of  the  treadmill ;  that  it  will 
bring  him  day  by  day  the  living,  sympathetic  touch  of  youthful  thought 
and  feeling ;  and  that,  in  time,  the  world  may  read  with  fairer,  clearer 
meaning  to  himself.” 

What  the  best  authorities  say  of  the  method  adopted  in 
this  booh :  — 

J  R.  Seeley,  Regius  Professor  of  History ,  Cambridge  University , 

England. 

“  Is  history  to  keep  its  old  form  of  a  narrative,  flowing  uniformly, 
sonorous,  and  stately,  or  is  it  to  be  broken  up  into  the  scientific 
form  of  classifications  and  catalogues  ?  Is  it  to  be  a  story,  or  is 
it  to  be  a  problem?  You  know  how  I  answer  these  questions;  and 
it  gives  me  much  satisfaction  to  find  that  you  answer  them  in  the 
same  way.  You  have  taken  the  decisive  step,  and  I  hope  you  will  per¬ 
suade  many  of  your  countrymen  and  countrywomen  to  follow  you.  Till 
this  s  ,ep  is  taken,  both  in  historical  writing  and  historical  teaching,  I 
cannot  imagine  that  history  can  be  anything  more  than  a  delightful 
amusement.  But  I  think  you  and  those  teachers  who  use  your  book, 
will  get  from  it  the  much  higher  delight  of  feeling  that  you  have  given 
your  pupils  a  real  guide,  a  new  science.”  —  March  u,  1886. 

E.  A.  Freeman,  the  Historian. 

“A  political  constitution  is  a  specimen  to  be  studied,  classified,  and 
labelled,  as  a  building  or  an  animal  is  studied,  classified,  and  labelled 
bv  those  to  whom  buildings  or  animals  are  objects  of  study.” 

Ephraim  Emerton,  Professor  of  History ,  Harvard  University. 

“  Thus  everywhere  we  see  the  conviction  gaining  ground  that  the 
method  of  practice  is  indeed  the  only  effectual  method.  Laboratories 
in  natural  science,  the  “  natural  method”  of  learning 


6 


HISTORY. 


tion  by  topics  instead  of  by  text-books,  —  all  these  are  parts  of  one 
movement  towards  a  higher  and  more  effectual  standard  of  instruction. 
How  does  it  stand  now  with  history?  Perhaps  more  than  any  other 
study,  history  has  suffered,  and  is  suffering,  from  that  misconception  I 
have  alluded  to,  that  it  means  only  a  dreary  mass  of  facts,  dates,  and 
events,  strung  along  like  so  many  beads  on  a  chain,  and  with  no  more  dis¬ 
tinction  in  value  or  meaning.  It  is  the  rarest  thing  to  find  a  man  who 
has  any  idea  whatever  about  the  materials  of  historical  writing,  or  of 
the  methods  used  in  dealing  with  these  materials.  Even  educated  men 
are  inclined  to  regard  history  as  a  collection  of  stories  merely,  more  or 
less  entertaining  to  read,  but  not  having  any  really  serious  bearing  upon 
the  present  active  life  of  men.  That  there  is  a  science  of  history,  with 
its  apparatus,  its  schools,  its  devotees,  and  its  great  results  already 
reached,  is  an  extremely  unfamiliar  fact.”  —  Hall's  Methods  in  History. 

Charles  Kendall  Adams,  Pres .  of  Cornell  University  ( formerly 
Professor  of  History  in  Mich .  University ). 

“  The  mere  memorizing  of  dry  facts  and  assertions  affords  no  intel¬ 
lectual  nourishment,  while  it  is  almost  sure  to  create  a  distaste  for 
historical  study,  and,  perhaps,  will  even  alienate  the  taste  of  the 
scholar  forever.  The  first  of  all  endeavors,  therefore,  should  be  to 
put  life  and  action  into  what,  as  it  stands,  is  a  mere  bundle  of  dry 
bones. 

“This  can  be  done  in  two  ways.  The  information  of  the  teacher  may 
be  used  to  illustrate  what  is  set  before  the  class  as  a  lesson.  Questions 
hinted  at  in  the  lesson  may  also  be  assigned  the  class  for  personal  inves¬ 
tigation.  The  first  method  will  always  be  used  to  some  extent  by  -very 
efficient  teacher;  but  it  will  not  ordinarily  be  found  sufficient.  A  far1 
more  helpful  reliance  is  the  method  of  personal  research.  The  nature 
of  the  questions  assigned  must,  of  course,  depend  on  the  intelligence 
and  advancement  of  the  class.  But  even  with  a  class  of  beginners,  more 
is  likely  to  be  accomplished  by  assigning  certain  topics  than  by  assigning 
certain  lessons.”  —  Halls  Methods  in  History. 

Herbert  B.  Adams,  Professor  of  History,  Johns  Hopkins  University. 

'“In  teaching  history,  altogether  too  much  stress  has  been  laid,  in 
many  of  our  schools,  upon  mere  forms  of  verbal  expression  in  the  text- 
historic  truth  consisted  in  the  repetition  of  what  some 


HISTORY, L 


7 


author  has  said.  It  would  be  far  better  for  the  student  to  read  the 
same  story  in  several  different  forms,  and  then  to  give  his  own  version. 
The  latter  process  would  be  an  independent  historical  view  based  upon 
a  variety  of  evidence.  The  memorizing  of  “words,  words”  prevents 
the  assimilation  of  facts,  and  clogs  the  mental  processes  of  reflection 
and  private  judgment.”  —  HalPs  Methods  in  History . 


Moses  Coit  Tyler,  Professor  of  A7nerican  History  in  the  Cor7iell 
University, 

“As  I  have  students  of  all  grades,  so  my  methods  of  work  include  the 
recitation,  the  lecture,  and  the  seminary.  I  have  found  it  impossible 
by  the  two  former  to  keep  my  students  from  settling  into  a  merely 
passive  attitude ;  it  is  only  by  the  latter  that  I  can  get  them  into  an 
attitude  that  is  inquisitive,  eager,  critical,  originating.  My  notion  is 
that  the  lecturing  must  be  reciprocal.  As  I  lecture  to  them,  so  must 
they  lecture  to  me. 

“  We  are  all  students  and  all  lecturers.  The  law  of  life  with  us  is 
co-operation  in  the  search  after  the  truth  of  history.”  —  Halls  Methods 
in  History, 


William  F.  Allen,  Professor  of  History,  University  of  Wisconsin. 

“  In  the  method  which  I  have  at  last  settled  upon,  my  aim  has  been 
to  get  some  of  the  benefits  which  students  in  the  natural  sciences 
acquire  from  work  in  laboratories.  I  would  not  be  understood  as 
claiming  that  this  is  original  investigation,  in  any  true  sense  of  the 
term.  Laboratory  work  in  chemistry  or  physics  is  not  original  investi¬ 
gation,  neither  is  the  study  of  topics  in  history.  The  object,  it  must 
be  remembered,  is  education ,  not  historical  investigation ;  and  the 
object  of  the  educational  process  is  not  merely  to  ascertain  facts,  but 
even  more:  to  learn  how  to  ascertain  facts.  For  the  student,  as  a 
piece  of  training,  historians  like  Prescott  and  Bancroft  may  stand  in 
the  place  of  original  authorities.  To  gather  facts  from  them,  really 
at  second  hand,  has  for  the  student  much  of  the  educational  value  of 
first-hand  work.  Of  course,  there  is  a  difference  in  students,  and  the 
work  done  by  some  is  of  a  much  higher  grade  than  that  of  others.  For 
the  best  students  it  easily  and  frequently  passes  into  the  actual  study  of 
authorities  at  first  hand.”  —  HalPs  Methods  in  History. 


8 


HISTORY. 


8 


Many  teachers,  on  examining*  Sheldon’s  History,  and  appreci¬ 
ating*  that  its  method  differs  radically  from  that  of  other  text¬ 
books,  have  raised  questions  as  to  the  intention  of  the  book,  its 
practical  excellence,  and  the  manner  in  which  it  should  be  used. 
We  subjoin  the  most  important  of  these  queries,  adding*  what 
seem  to  us  convincing*  answers,  compiled  from  the  opinions  of 
leading*  authorities  on  methods  of  History  study,  from  the  descrip¬ 
tive  statement  of  the  author  as  to  the  intention  of  the  work,  and 
from  the  testimony  of  able  teachers,  who  have  successfully  and 
repeatedly  demonstrated  its  practical  value. 

Can  this  book  be  used  successfully  without  a  reference 


library  ? 


ES.”  There  is  not  a  question  in  it  which  cannot  be  an- 


1  swered  from  the  materials  furnished  in  the  way  of  fact  or 
extract,  plus  the  pupils  intelligent  labor  and  thought.  This  last  ele¬ 
ment  must  be  brought  from  without.  It  is  especially  adapted  to  help 
those  students  and  teachers  who  are  without  access  to  large  libra¬ 
ries,  and  contains  within  itself  all  that  is  absolutely  necessary  for 
the  work  required.  So  far  from  the  book’s  requiring  a  library  to 
supplement  it,  unless  the  pupils  have  a  good  deal  of  time,  the  results 
will  be  clearer  oftentimes  without  than  with  extra  reading.  When, 
however,  books  are  accessible,  the  General  History  will  serve  as  a 
guide  to  fresh  ‘Studies’  which  can  be  extended  according  to  the 
resources  at  hand. 

That  the  book  will  stimulate  additional  study,  experience  has 
abundantly  proved.  The  pupils  wish  to  read  other  books.  Then, 
by  all  means,  hasten  to  furnish  them,  and  be  thankful  that  your  stu¬ 
dents  are  enough  interested  in  the  subject  to  ask  for  a  book  on  his¬ 
tory,  or  to  take  it  from  the  public  library,  for  this  is  not  often  the 
result  of  history  teaching  in  the  schools.  A  good  historical  atlas, 
like  Labberton’s,  and  a  dictionary  of  biography,  like  Lippincott’s, 
are  needed.  If  opportunity  offers  beyond  this,  see  our  little  pam¬ 
phlet  entitled  “Aids  to  Teaching  History.”  We  don’t  consider  the 
possession  of  any  books  imperative,  but  at  the  same  time,  the 
more  books  and  the  more  time  the  better. 

A  further  excellent  answer  to  this  question  may  be  found  in  a 
paper  by  I.  B.  Burgess,  recently  Teacher  of  History  in  the  Rogers 
High  School,  Newport,  now  of  the  Boston  Latin  School.  This 
paper,  which  was  read  before  the  Massachusetts  Association  of 


h 


HISTORY. 


9 


Classical  and  High  School  Teachers,  Boston,  April  7,  1888,  and  was 
eprinted,  with  slight  changes  by  the  author,  from  the  June,  ’88 
lumber  of  The  Academy ,  Syracuse,  N.  Y.,  may  be  obtained  of  us, 
ree  of  charge.  From  this  we  extract  the  following: 

“The  idea  of  wide  reading  has  been  so  constantly  associated  with 
historical  investigation  and  thought,  that  many  have  come  to  feel  that 
he  thought  is  impossible  without  the  wide  reading.  This  is  a  mis- 
ake.  One  must  begin  by  thinking  about  a  sentence.  A  boy  cannot 
•ead  profitably  many  facts  before  he  has  learned  to  understand  the 
neaning  of  a  few.  Too  much  prominence  is  given  to  the  amount  of 
*eading  secured  in  a  course  of  history.  It  seems  to  be  taken  for 
granted  that  if  reading  is  secured  every  thing  is  accomplished. 

Do  not  misunderstand  me.  Wide  reading  must  ultimately  be  a 
’part  of  every  liberal  course  in  history,  but  it  cannot  come  ordinarily 
it  the  beginning  of  that  course,  because  then  the  pupil  cannot 
digest  it.”  # 

Is  the  Greek  and  Roman  portion  sufficient  for  prepara¬ 
tion  for  College? 

C  C  t  f  we  take  the  Harvard  requirement  in  history  as  a  standard,  and 
1  this  requirement  is  probably  the  most  exacting,  it  is  fair  to  say 
that  while  a  boy  can  pass  who  is  simply  well  furnished  with  bare  ex¬ 
ternal  and  unrelated  facts,  such  as  dates  of  battles,  names  of  leaders, 
incidents  in  their  lives,  and  summaries  of  laws  and  constitutions,  yet 
a  boy  who  has  studied  the  characters  of  leaders,  the  characteristics 
of  national  life,  and  the  causes  and  results  of  wars,  would  be  more 
likely  to  do  so.  The  number  of  facts,  dates  and  names  required  by 
i  the  examination  is  not  large,  considerably  less  in  amount  than  five 
years  ago.  Prof.  Macvane,  who  has  charge  of  this  requirement, 
writes:  ‘We  wished  to  leave  the  choice  of  a  manual  with  the 
teacher,  and  to  name  the  selections  for  reading  as  part  of  the  course, 
to  be  demanded  of  everybody.  We  believe  that  the  better  students 
would  find  this  method  no  harder  than  the  narrow  study  of  a  manual, 
and  vastly  more  instructive.  We  hope  to  get  the  help  of  the  teachers 
in  making  the  school  courses  of  history  real  bits  of  historical  study, 
so  far  as  they  go.’  The  only  possible  difficulty  for  a  boy  who  knows 
his  Sheldon  would  arise  in  the  matter  of  geographical  names  and 
dates.  It  would  be  well  to  have  a  boy  insert  in  his  book  occasionally 


HISTORY. 


a  date  or  name  not  given,  but  the  number  of  these  names  and  dat« 
need  not  be  large.  F or  all  the  other  questions  which  are  given  tl 
answers  of  a  boy  drilled  in  Sheldon  would  be  more  intelligent  the 
those  of  a  boy  drilled  in  an  ordinary  text-book.” 

C.  K.  Adams,  President  and  Prof,  of  History,  Cornell  Universit 
writes  :  “  In  answer  to  your  inquiries  I  beg  to  say,  that  the  portic 
of  Sheldon’s  General  History  devoted  to  ancient  history  will  be  a 
cepted  by  us  from  applicants  for  admission  to  this  University.” 


Can  a  book  on  this  plan  cover  as  much  ground  as  th 
ordinary  General  History  ? 

T  N  preparing  a  list  of  examination  questions  on  Greek  and  Roma 
1  History  to  be  answered  either  from  Sheldon’s  or  Swinton’s  tex 
book,  it  was  discovered  that  a  much  larger  list  could  have  been  mad 
from  the  Sheldon  alone.  Conspicuous  instances  are, —  the  age  c 
Pericles,  the  Constitutional  history  of  both  Greece  and  Rome,  an 
the  history  of  Imperial  Rome. 

Does  not  Sheldon  take  more  time  than  other  books  ? 


\  A quote  further  from  Mr.  Burgess: 

VV  “As  to  the  time  required  for  the  course  in  Sheldon’s  Greel 
and  Roman  History;  the  average  number  of  recitations  given  in  thj 
twelve  schools  I  have  mentioned,  one  hundred,  would  be  rathe 
scanty  if  they  are  like  mine,  only  forty-five  minutes  long.  There  an 
thirty-one  studies  in  Greek  history,  and  twenty-three  in  Roman,  up  t< 
the  Empire  — fifty-four  in  all.  I  find  that  we  average  about  two-third: 
of  a  study  to  a  recitation,  and  therefore  require  about  eighty  recita 
tions  of  advance  work  to  cover  the  ground.  With  one  hundred  am 
twenty  recitations  with  a  class  during  the  year  before  the  preliminar 
examination,  the  ground  of  Sheldon  could  be  covered,  and  one  of  th< 
three  recommended  authors  for  reading  in  the  Harvard  catalogu< 
read  and  discussed.” 

Can  the  book  be  used  with  large  classes? 

f  |  "HIS  is  a  more  serious  question.  In  our  opinion,  no  recitatioi 
1  in  history  should  be  given  with  a  class  larger  than  thirty 
The  most  desirable  results  by  any  method, —  save  the  pure  lecture 
can  be  obtained  with  classes  of  between  twenty  and  thirty 


HISTORY. 


II 


But  we  do  not  see  that  any  objections  would  apply  to  using  this 
book  with  a  larger  class  which  would  not  apply  equally  well  to 
asing  any  other. 

But  cannot  the  method  of  teaching  which  this  book 
inculcates  be  followed  without  a  text-book  or  with 
some  other  text-book? 

We  quote  from  leading  teachers  : 

^  TN  following  out  this  method  I  use  Miss  Sheldon’s  Greek  and 

1  Roman  History,  because  it  is  the  only  book  adapted  to  it,  and 
[  feel  the  need  of  a  book.  Boys  need  that  definiteness  of  instruc- 
:ion  which  only  a  book  can  give.  The  talk  of  the  teacher  is  soon 
'orgotten,  but  the  book  is  always  at  hand  to  be  brooded  over.  There 
ire  many  specimens  of  ancient  life  which  it  is  practically  impossible 
:o  get  before  the  minds  of  the  pupils  without  printer’s  ink  constantly 
before  the  eyes  of  all.  There  is  ample  room  for  a  teacher’s  guidance 
md  inspiration  in  using  the  Sheldon.” 

“  It  furnishes  material  without  which  no  proper  teaching  of  history 
s  possible,  but  which,  hitherto,  has  been  found  only  in  the  larger 
ibraries.” 

“No  work  but  t/ii^  successfully  calls  into  play  any  other  faculty 
:han  that  of  memory.  Any  one  who  has  learned  how  to  study  history, 
md  has  felt  the  impotency  of  the  present  text-books  in  that  direction, 
vill  welcome  this  timely  production.” 

“  It  is  certainly  a  new,  and,  it  seems  to  me,  an  excellent  method 
bf  teaching  the  subject.  It  teaches  scholars  to  think  as  well  as  com- 
nit, —  a  point  that  cannot  be  claimed  by  any  other  history .” 

I  think  no  book  on  history  has  ever  yet  been  in  use  in  the  public 
‘schools  that  can  compare  with  it.” 

“  It  is  the  only  book  that  I  know  of  claiming  to  be  a  text-book  on 
general  history  which  I  feel  quite  ready  to  place  in  the  hands  of  a 
:lass  without  qualification.  All  others  are  so  brief  and  so  tedious, 
hat  they  seemed  designed  to  hinder  and  not  to  promote  knowledge 
)f  the  truth  sought.  Once  more,  this  seems  to  me  to  be  good  because 
;c,t  has  not  neglected  any  means  to  the  end  in  view.  It  has  aimed  to 
/(each  students  to  think,  but  it  has  not  forgotten,  also,  to  present  the 
ijnain  substance  of  history,  and  so  has  given  one  of  the  best  means  to 
secure  the  main  end  held  in  view — education.  I  have  long  wished 


HISTORY. 


12 


that  we  could  have  in  our  schools  a  book  with  a  common-sense^, 
method.  When  I  talked  with  publishers  about  a  true  text-book,  and|t 
not  a  dreary  outline,  I  was  told  that  such  a  book  would  not  sell  |l 
1  eachers,  it  was  said,  need  a  book  to  do  their  work  for  them.  Shehjl 
don’s  History  means  a  revolution  in  history-teaching.  It  will  not  dcj 
all  the  work  of  the  teacher  5  it  will  help,  and  this,  too,  in  an  admirable^ 1 
way.  It  will  help  by  stimulating  both  teachers  and  pupils  to  thought!  I 
and  investigation.” 

“I  find  it  a  unique  book.  It  gives  an  insight  into  the  making  of 
history  as  no  other  book  of  my  acquaintance  does.” 

“  I  like  it  better  than  any  I  have  ever  used  or  ever  seen;  I  shall 
not  be  satisfied  in  future  to  use  any  other  text-book .” 

“  This  book  is  the  only  one  which  dares  reveal  clearly  the  sources 
of  its  preparation,  and  it  preserves  something  besides  mere  dates ;  it 
reveals  the  very  soul  of  history,— the  springs  of  thought  which  have 
led  to  great  social  movements.” 


What  is  the  difference  between  Sheldon  and  other 

books  ? 

^  TT  7E  have  been  repeatedly  told  that  books  on  history  are  too 


w1 


much  devoted  to  details  of  battles  and  sieges,  and  have  been 
promised  better  things,  yet  Cox,  in  ‘the  best  short  history  of  Greece,’' 
according  to  Stanley  Hall’s  book  on  history,  gives  over  one-fourth  of 
his  space  to  the  Peloponnesian  War,  exclusive  of  the  space  devoted 
to  its  causes  and  results,  and  Smith,  in  his  shorter  history,  gives  over 
one-seventh.  Miss  Sheldon  gives  fully  it  causes  and  results,  but  only 
a  fraction  of  a  page  of  its  details.  Smith  tells  the  pupil  that  “the 
funeral  oration  of  Pericles  is  a  valuable  monument  of  eloquence  and 
patriotism,  and  particularly  interesting  for  the  sketch  which  it  con¬ 
tains  of  the  Athenian  manners,  as  well  as  of  the  Athenian  constitu¬ 
tion,”  but  gives  not  a  word  of  it.  Miss  Sheldon  gives  a  page  and  a 
half  of  this  ‘valuable  and  interesting’  oration,  and  sets  pupils  at 
work  studying  the  picture  of  the  Athenian  manners  and  constitution 
which  it  contains. 

To  make  clearer  the  difference  of  method,  let  us  compare  th 
account  of  the  battle  of  Cannae  in  Miss  Sheldon’s  book  with  that  i| 
Leighton’s  book,  for  instance, —  a  book  that  has  many  excellence; 
Leighton  gives  about  two  pages  and  a  half  to  the  battle :  one  ha 


HISTORY. 


n 


page  of  thi-s  space  is  given  to  a  genealogy  of  Paulus,  a  page  to  a  plan 
of  Cannae,  the  order  of  the  battle  and  its  details.  The  exact  number 
of  men  engaged  is  put  down,  and  the  exact  loss  in  each  branch  of  the 
Roman  service  is  given. 

Miss  Sheldon’s  treatment  includes  a  page  of  extracts  largely 
translated  from  Livy.  Then  come  the  questions  on  these  passages  ; 
they  are  in  part  as  follows:  What  characteristics  of  Rome  appear 
when  she  receives  news  of  the  defeat?  What  fault  in  Roman  organ¬ 
ization  is  plainly  shown  at  Cannae  ?  What  Roman  magistrate  was 
needed  at  such  a  crisis?  Why? 

You  will  notice  that  the  emphasis  is  laid  not  upon  the  details  of 
the  battle,  which  the  pupil  does  not  need  and  cannot  long  remember, 
but  upon  two  points  of  supreme  importance  in  Roman  government 
and  character,  and  that  several  questions  are  supplied  which  call  for 
earnest  thought  upon  the  facts  stated. 

These  facts  and  questions  I  assign  to  my  class.  They  come  before 
me  with  answers  of  greater  or  less  merit  written  on  slips  of  paper. 
When  going  over  advance  work  I  allow  them  to  read  these  answers. 
We  discuss  them  fully.  One  boy  gives  one  characteristic  of  the 
Romans,  a  second  gives  another  or  modifies  the  answer  just  given. 
Frequently  a  complete  answer  is  given  without  any  help  from  me. 
Often  I  add  to  or  modify  my  own  notes  from  answers  given  in  the 
class.  When  I  help  it  is  generally  in  the  way  of  suggesting  an  unob¬ 
served  fact,  correcting  a  misused  word,  explaining  the  meaning  of  a 
question,  completing  an  answer,  or  showing  the  relation  of  the  idea 
being  discussed  to  our  own  time  and  country.  It  is  understood  that 
in  the  review  the  answers  will  be  in  the  memory  and  complete,  and 
that  they  will  also  be  neatly  copied  into  a  blank-book  kept  for  the 
purpose.  The  answers  in  these  books  show,  generally,  that  diversity 
and  individuality,  which  is  always  desirable  as  indicating  real  work. 
In  naming  qualities  and  in  making  answers  concise  yet  complete, 
valuable  practice  is  secured  in  language  as  well  as  in  thought.  It 
must  be  remembered,  of  course,  that  the  few  facts  given  in  Sheldon 
ini  the  summaries  of  events  must  be  very  rigidly  required  in  toto.  It 
'  c'311  not  do  to  take  them  up  in  the  general  way  which  is  permissible 
l  a  book  like  Leighton.  The  facts  which  Miss  Sheldon  presents  for 
nervation  are,  so  far  as  I  can  judge  from  my  other  information  and 
>ecially  from  a  somewhat  careful  reading  of  Mommsen,  true,  well 
anged,  and  representative  when  she  intends  them  to  be  so.” 


14 


HISTORY. 


al 


id 


What  are  the  most  valuable  points  in  Sheldon’s  plan 

LL  k  LMOST  exclusive  attention  to  the  facts  which  are  essenti.  - 
to  the  comprehension  of  the  life  and  development  of  tl  \e 
period  studied. 

The  study  of  primitive  facts,  such  as  maps,  pictures  of  Greek  ai 
Roman  works,  speeches  and  writings  of  Greeks  and  Romans.  .  X 
The  use  of  questions  about  these  facts  which  require  not  the  si:  tri¬ 
ple  repetition  of  them,  but  the  gathering  and  comparison  of  different 
facts,  and  the  drawing  of  inferences  from  them  by  the  pupil  himsejdf 
The  questions  require  a  thorough  knowledge  of  the  material  f^>r 
thought  which  the  book  contains,  an  elementary  knowledge  of  geog¬ 
raphy,  United  States  History  and  current  events,  the  constant  use  |of 
an  unabridged  dictionary,  and  nothing  else  except  thought.  j 

It  is,  however,  the  thought  work  required  by  the  Sheldon  tin  at 
should  be  valued  most  highly.  The  ability  to  interpret  a  few  faclts 
is  worth  more  than  knowledge  of  many.  Much  as  we  need  wide 
readers,  we  need  thinkers  more.” 


Do  the  leading  teachers  of  History  believe  in  the  meth¬ 
ods  of  this  book? 


THE  following  pages  of  this  pamphlet  should  be  a  sufficient  reply. 

In  addition  to  those  using  it  as  a  class-book,  from  two  to  three 
thousand  others  are  using  a  single  copy  as  a  help  to  the  successful 
use  of  the  old  books  and  methods.  These  also  write  :  “We  find  the 
Sheldon  most  helpful  and  stimulating.”  How  much  more  helpful  and 
stimulating  the  book  would  prove  in  the  hands  of  pupils  the  following 
testimonials  from  experienced  teachers  will  show. 

Sheldon  is  emphatically  “a  book  to  be  studied,  not  read.  For 
the  teacher  it  is  a  mine  of  suggestion  and  inspiration,  and  furnishes 
that  substantial  aid  which  results  from  increased  interest  on  the  parti 
of  the  classes.  It  arouses  constant  enthusiasm,  stimulates  a  lovd 
for  the  study  of  history,  and  encourages  originality  together  wit'rj 
definite,  intelligent  habits  of  thought.  Its  rich  collection  of  “hist<j|j 
material,”  its  clear  analyses,  and  searching  questions  provid 
wealth  of  information,  an  opportunity  for  thought,  and  an  incentive, 
study  which  render  the  book  indispensable  alike  to  both  teacher  a! 
pupils. 


i5 


When  a  book  so  satisfactory  in  its  method  as  SHEL¬ 
DON’S  HISTORY  is  found  even  more  satisfactory  in 
;he  class-room,  (as  may  be  learned  from  the  following 
>pinions  of  those  using  the  book),  it  is  good  evidence 
-hat  it  is  to  grow  into  a  much  wider  use ;  and  when  in 
lse,  is  to  do  more  for  the  improvement  of  historical 
>tudy  than  any  book  yet  published. 

DO  THE  COLLEGES  LIKE  IT? 


George  S.  Innes,  Prof,  of  History, 
fdmline  Univ .,  Minn.:  The  class  last 
ear  did  very  good  work  with  “  Sheldon’s 
Iistory.”  Would  have  doubtless  done 
etter  had  I  had  the  teacher’s  manual 
arlier.  I  was  especially  gratified,  at  the 
xamination  at  close  of  first  term,  to  find 
ly  class  could  state  so  clearly  the  growth 
f  the  constitution,  the  relation  of  orders, 
11  (the  deeper  facts  in  the  growth  of  the 
Loiman  people.  I  expect  now  to  use  it 
lore  extensively  as  soon  as  the  course  of 
„;udy  is  rearranged.  {March  i,  1889.) 


delightful  impetus  to  all  the  powers  of 
mind.  I  decided  at  one  time,  because  of 
the  inequality  of  preparation  to  lay  it 
aside,  did  so  protestingly  but  for  our 
course  of  the  study.  I  was  conscious  of  a 
great  loss  of  mental  growth.  We  resumed 
it,  use  it  two  terms  in  the  year,  and  com¬ 
paratively  the  third  year.  Next  year  shall 
use  it  the  entire  year.  The  students  are, 
perhaps  with  no  exception,  delighted  with 
it.  No  other  history  so  charms,  nor  does 
any  other  yield  such  discipline. 

{March  n,  1889.) 


Helen  E.  Martin,  Teacher  of  His- 
> ry ,  Tabor  Coll.,  Ia.:  I  am  very  much 
leased  with  Sheldon’s  History.  The  great 
double  is  that  the  hour  is  too  short  for  the 
fscussions  that  naturally  arise. 

March  11,  1889.) 


G.  P.  Jenkins,  Moore's  Hill  Coll., 
rid.:  We  are  using  “  Sheldon’s  Ancient 
istory”  for  the  second  year  and  do  not 
ink  of  changing  text-books  on  this  sub- 
ct.  We  consider  it  the  best  we  have 
ied.  {March  13,  1889.) 

Mrs.  N.  C.  Knickerbocker,/3™/. 

'History  and  Eng.  Lit.,  North  West- 
4  College,  Naperville,  III. :  I  am  glad  to 
/able  truthfully  to  testify  as  to  the  merits 
jp'Sheldon’s  History.  I  have  taught  His- 
||\  through  the  works  of  many  authors, 
lying  taught  for  over  thirty  years,  and 
say  that  the  book  gives  to  the  old 
bher  a  new  horizon.  The  book  gives  a 


U.  Merriam,  Washburn  Coll.,  To¬ 
peka,  Kan.:  For  three  years  I  have  used' 
Sheldon’s  Outline  of  the  History  of  Greece 
and  Rome  in  our  Preparatory  School,  with 
satisfactory  results.  It  is  well  calculated 
to  stimulate  both  teacher  and  students  to 
earnest  work.  {March  12,  1889.) 

Prof.  Chas.  Woodward  Hutson, 

Mississippi  Univ.:  I  think  Sheldon’s 
General  History  an  admirable  book  both 
in  design  and  execution.  The  year  I  used 
it,  I  was  well  satisfied  with  the  results  of 
class  work.  My  only  reason  for  not  con¬ 
tinuing  to  use  it  as  a  text-book,  is  that  I 
prefer  changing  my  text-book  from  year  to 
year.  But  I  make  great  use  of  the  meth¬ 
ods  employed  in  that  work,  and  I  still  find 
very  useful  to  me,  in  arranging  topics  for 
original  investigation  by  the  class,  the 
well-digested  Teachers’  Manual  which  you 
kindly  sent  me  some  years  ago. 

{March  11,  1889.) 


i6 


HISTORY. 


E.  R.  Long*,  Chair  of  History ,  Ar¬ 
kansas  College ,  Batesville ,  Ark.:  The 
questions  given  in  some  of  the  Exercises 
are  regarded  as  very  suggestive,  and  calcu¬ 
lated  to  bring  out  the  reasoning  power  of 
the  student  in  a  subject  which  many  seem 
to  regard  as  more  generally  requiring  the 
use  of  77iemory ,  to  a  greater  degree,  than 
any  other  part  of  the  mental  machinery. 
We  like  this  feature  very  much. 

{March  15,  1889.) 

A.  W.  Manglim,  Professor  of  His¬ 
tory,  University  of  N.  C. :  Having  used 
Sheldon’s  General  History  with  one  class, 
I  state  with  confidence  that  where  all  the 
requisites  for  reading  and  study,  as  to  both 
reference  books  and  time  for  using  them, 
exist,  the  book  will  be  found  exceptionally 
useful,  and  will  guide  students  to  extra¬ 
ordinary  attainments  in  history. 

{March  14,  1889.) 

Melville  B.  Anderson,  when  Prof, 
of  Literature  and  History ,  Purdue 
Univ.,  Lafayette ,  Ind. :  I  have  been  using 
the  book  with  much  profit  and  satisfaction 
all  round,  since  last  September.  In  a  few 
weeks  I  shall  start  a  mid-year  class  of 
forty-five.  {Jan.  12,  1887.) 

C.  E.  Wilbur,  Prof,  of  History , 
Adrian  Coll.,  Adrian ,  Mich.:  I  am 
pleased  with  the  success  I  have  had  with 
the  book.  I  tried  it  as  an  experiment,  but 
shall  continue  to  use  it.  I  consider  its 
special  value  to  be  in  the  fact  that  it  puts 
the  student  in  contact  with  the  sources  of 
history.  I  consider  it  also  as  effective  in 
mental  drill  as  a  course  in  mathematics  or 
classics.  I  hope  the  book  may  have  an  ex¬ 
tensive  use.  {April  7,  1887.) 

C.  E.  Wilbur,  Prof,  of  History , 
Adrian  Coll.,  Mich.:  I  am  now  using 
Sheldon’s  History  for  the  second  year  with 
satisfaction.  {March  27,  1888.) 


Miss  M.  A.  Harris,  Prof,  of  mAHs- 
tory  and  Literature,  Waynesburg  (M°ll.} 
Pa.:  I  have  never  had  such  satisfactory 
results  in  teaching  history  as  I  find  Mthis 
year  with  Sheldon  for  my  text-blOokj 

Our  college  attendance  is  mainly  nliade 
up  of  young  men  and  women  who  ar<p  de¬ 
pendent  on  their  own  exertions  for  mj~ans 
of  support  through  their  college  course. 
No  more  earnest  or  appreciative  clasts  of 
students  could  be  imagined,  nor  one  rhore 
thoroughly  practical  in  its  tests.  T  hey 
have  shown  exceptional  interest  in  [  this 
new  method  of  learning  the  lessons  of*  his¬ 
tory,  and  the  only  adverse  criticism  comes 
from  a  lamb  of  the  flock,  who  doubtfully 
says  :  11  This  is  harder  than  the  history  we 
used  last  year.  It  makes  one  think  so 
much.”  {April  6,  1887.) 

J.  R.  Herrick,  Prof,  of  History, 

Univ.,  Vermillion,  Dak.:  The  new  meth¬ 
od  of  history  has  been  tried  with  success 
in  our  university.  I  find  that  the  facts 
themselves  are  well  retained ;  while,  as  a 
result  of  the  method,  valuable  lessons  are 
learned,  and  the  student’s  independent 
historical  judgment  is  developed. 

{Api'il  7,  1887.) 

J.  J.  Shenk,  Teacher  of  History, 
Polyteclmic  Inst.,  New  Market,  Va. :  I 
have  been  conducting  a  class  in  the  book 
since  Jan.  15,  1887.  The  plan  of  the  work 
is  novel,  and  good  results  may  be  expect¬ 
ed  from  its  study.  {April  6,  1887.) 

N.  C.  English,  Asst.  Prof,  of  His¬ 
tory,  Trinity  College,  N.  C. :  I  have  been 
using  Sheldon’s  Outlines  of  History  in  my 
classes  during  the  past  year,  and  thei,  : 
suits  have  been  very  satisfactory. 

As  a  text-book —  essential  outlines- 
historical  dates  necessary  to  the  stul 
of  history — it  has  no  superior,  inf 
judgment. 


HISTORY. 


*7 


The  facts  and  philosophy  of  history  can 
be  presented  so  attractively,  by  the  proper 
manipulation  of  this  book  in  the  hands  of 
a  teacher ,  as  to  inspire  in  the  pupil  a  love 
for  the  study  of  dead  nations  and  individ¬ 
uals  through  a  living  method. 

( March  14,  1889.) 

John  F.  Crowell,  Prest.  and  Prof \ 
of  Political  Economy ,  History  and  Inter¬ 
national  Law,  Trinity  Coll.,  N.  C .:  I 
beg  to  say  that  until  we  introduced  Shel¬ 
don’s  General  History  into  our  classes, 
using  it  as  an  outline,  supplemented  by  a 
great  deal  of  parallel  reading  in  the  larger 
works  of  Gibbon,  Curtius,  Mommsen, 
Macaulay,  and  others,  we  had  never  been 
able  to  prepare  our  students  adequately 
to  take  up  the  studies  of  the  Constitu 
tional  History  of  England  and  United 
States,  or  the  study  of  the  political  history 
of  any  people.  With  Sheldon’s  Outlines 
we  have  reached  a  degree  of  ability,  on  the 
part  of  our  students,  to  discuss,  reason 
and  discriminate,  that  is  decidedly  gratify¬ 
ing  to  them  and  us  alike.  In  comparison 
with  previous  classes,  the  result  is  aston¬ 
ishing. 

It  is  my  opinion  that  there  is  no  better 
book  to  use  in  training  the  preparatory 
student,  to  succeed  in  the  historical  studies 
of  the  College  course,  as  well  as  to  give 
him  a  vital  appreciation  of  what  history  is, 
and  what  it  teaches.  It  is  eminently  a 
history  of  human  life,  not  of  one  or  more 
phases  of  it.  The  secret  of  its  interest 
lies  there,  since  we  are  ourselves  part  of 
what  we  study  —  must  study  in  this  ad¬ 
mirable  book. 

\  course,  this  presumes  that  the  book 
>e  put  in  the  hands  of  competent  teach- 
( March  21,  1889.) 

J  A*  Leonard,  Prof  of  History, 
t  entral  Univ.,  Richmond,  Ky. :  I  am  se¬ 
eing  the  very  best  results  with  the  book 


far  better  than  my  most  sanguine  hopes 
ever  led  me  to  expect.  I  examined  the 
class  to-day  on  the  work  gone  over,  and 
found  them  quite  ready  in  their  answers, 
and,  above  all,  possessing  a  good,  correct 
understanding  of  the  subject-matter.  I 
am  glad  such  a  book  has  been  written.  It 
is  destined  to  revolutionize  the  study  of 
general  history  and  make  pupils  think  for 
themselves. 

T»  S.  —  I  should  have  spoken  of  the 
searching  character  of  the  questions  in 
each  “  study.”  They  are  simply  wonder¬ 
ful.  In  the  first  place,  they  show  a  most 
profound  knowledge  of  the  subject  on  the 
pait  of  the  author,  something  that  always 
gives  a  student  confidence  in  a  book; 
and,  secondly,  they  do  not  imply  or  sug-. 
gest  the  answers,  but  require  a  thorough 
search,  and  make  the  students,  if  any¬ 
thing,  original  and  philosophical  his¬ 
torians.  Nothing  could  be  better.  You 
may  use  my  name  in  unqualified  com¬ 
mendation  of  the  book.  (fan.  15,  1889.) 

W.  H.  Fisher,  Teacher  of  History, 
Wheaton  Coll.,  Wheaton  III.:  We  are 
using  it  the  second  year,  with  success.  It 
can,  however,  hardly  be  said  to  receive  a 
fair  test  here,  for  the  course  allows  only 
thirteen  weeks  for  general  history,  and  it 
is  difficult  to  go  through  so  much  mate¬ 
rial  in  that  time.  ( March  28,  1889.) 

AbbieE.  Cushman,  Teacher  of  His¬ 
tory,  Whitman  Coll.,  Walla  Walla , 
Wash.  Ter.:  I  cannot  express  to  you  my 
appreciation  of  the  book.  My  ancient  his¬ 
tory  class  has  never  before  done  such  sat¬ 
isfactory  work.  (Feb.  4,  1888.) 

Helen  E.  Martin,  Teacher  of  His¬ 
tory,  Tabor  Coll,  la.:  I  am  sure  I  have 
never  had  better  work  from  a  class  in  gen¬ 
eral  history.  They  have  gained  a  practical 
knowledge  of  books  which  they  would  get 
in  no  other  way.  (April  1,  1889.) 


i8 


HISTORY. 


Melville  B.  Anderson,  Prof.  State 
Univ.  of  Iowa ,  Iowa  City ,  Iowa.:  In  re¬ 
ply  to  your  request  for  a  statement  of  my 
experience  with  Sheldon’s  General  His¬ 
tory,  I  may  say  that  I  used  it  only  for  the 
one  year  at  Purdue  University.  Had  1 
continued  to  teach  history  I  should  doubt¬ 
less  have  clung  to  Sheldon,  for  my  experi¬ 
ence  with  it  in  the  class-room  served  but 
to  deepen  the  favorable  opinion  with  which 
I  began  its  use.  I  make  this  an  observa¬ 
tion;  Sheldon  calls  for  more  intelligence 
on  the  part  of  the  teacher  than  the  ordin¬ 
ary  text-book.  If,  from  the  standpoint  of 
the  public  school,  this  be  a  drawback,  it  is, 
I  think,  more  than  offset  by  the  circum¬ 
stance  that  Sheldon  gives  the  intelligent 
teacher  a  method  and  an  incentive  to  re¬ 
search  which  the  ordinary  text-books  do 
not  give. 

You  may  make  any  use  of  this  note  that 
may  in  any  way  promote  the  adoption  of 
this  admirable  work.  ( Afrit  6, 1889.) 


C.  E.  Wilbur,  Prof,  of  History, 
Adrian  Coll.,  Adrian,  Mich.:  It  gives 
me  pleasure  to  speak  words  of  commenda¬ 
tion  for  Sheldon’s  General  History.  I 
have  used  the  work  three  years,  and  it 
gives  entire  satisfaction.  The  work  is 
written  from  a  fullness  of  knowledge,  and 
involves  a  philosophy  of  history  as  well  as 
the  leading  facts.  It  also  gives  fine  men¬ 
tal  drill.  Students  cannot  study  it  with¬ 
out  thinking  for  themselves.  Eor  this  it 
is  better  than  a  course  of  mathematics.  I 
wish  the  book  abundant  success. 

{April  16,  1889.) 


M.  A.  Harris,  Teacher  of  History, 
Waynesburg  Coll.,  Pa. :  I  can  most  cor¬ 
dially  commend  Sheldon’s  History,  having 
used  it  for  three  years  with  the  most  grat¬ 
ifying  results.  Surely  nothing  further 
could  be  asked  of  a  text-book  than  that 
students,  from  its  study,  should  grow  to  a 


personal  interest  in  its  subject. 

I  learn  from  my  pupils  of  the  past  tw| 
years,  that  they  are  now  buying  and  reai 
ing  with  enthusiasm  such  books  as  thj 
works  of  Gibbon,  Macaulay,  Hallam  am 
Draper.  ,  ( April  13,  1 


H.  H.  Swain,  Prof,  of  History  >, 
Yankton  Coll.,  Yankton ,  Dak.:  I  hav  e 
been  using  Sheldon’s  Studies  in  Genen  il 
History  with  preparatory  classes  duriu  g 
the  current  year,  and  already  find  resulf  ;s 
so  much  more  satisfactory  than  ever  b<  s* 
fore,  that  I  regret  that  previous  classes 
have  not  the  opportunity  to  review  thj^ 
course  with  this  text-book  in  hand.  Thtt 
kind  of  work  required  in  the  use  of  thfr 
book  i£  the  only  kind  which  deserves  tm j 
name  of  historical  study.  Hitherto,  how^- 
ever,  the  materials  for  such  study  havjc 
been  largely  inaccessible.  The  time  whicn 
a  teacher,  even  with  an  immense  library  a/t 
hand,  must  spend  in  directing  half  a  dozeli 
pupils  to  such  materials  and  references  avs 
they  can  consult  in  the  preparation  of  thfjtj 
daily  lesson,  is  sufficient  for  doing  far  moi’*.3! 
profitable  work  with  thirty  scholars  in  tb  M 
study  of  general  history  with  Sheldon’s 
Studies.  ( March  19,  1889.) 


Eloise  Wickard,  Prof,  of  English, 
Colorado  Coll.:  I  am  pleased  to  confirm 
my  admiration  for  this  book.  I  have  used 
it  with  much  success.  ( April  11,  1889.) 


Ellen  Martin,  Mistress  of  History , 
Miss.  Industrial  Institute  and  College, 
Columbia,  Miss.:  Your  letter  is  received 
asking  my  opinion  of  Sheldon’s  General 
History.  I  think  it  is  one  of  the  freshest, 
most  original,  suggestive,  and  interesting 
ones  I  have  ever  used.  I  like  its  being  po 
largely  made  up  of  excerpts  from  content1?^ 
poraneous  writers ;  the  translations  are  apy* 
and  sparkling.  As  is  said  of  paintings,  thp: 
is  life  and  motion  throughout.  It  is  frJ 
from  the  dead  platitudes  of  older  historil 


HISTORY. 


l9 


and  is  extremely  stimulating  to  original 
research, —  the  truest  method  of  knowing 
and  improving.  {April  17,  1889.) 

Helen  M.  Scoville,  Teacher  of  His¬ 
tory,  Mills  Sent,  and  Coll.,  Cal.:  I  am 
very  happy  to  say  that  my  experience  in 
using  the  Sheldon’s  History  has  been  such 
that  I  can  commend  it  most  cordially.  I 
should  not  know  how  to  get  on  without  it 
now. 

It  supplies  a  long  felt  need  and  renders 
practicable  much  that  has  existed  in 
theory  only,  hitherto,  in  limited  courses  of 
study-  {March  31,  1889.) 

Geo.  L.  Burr,  Asst.  Prof,  of  History, 
Cornell  Univ.,  Ithaca ,  N.  Y.:  I  take 
pleasure  in  answering  your  questions  as  to 
whether  Sheldon’s  General  History  gives 
1  sufficient  preparation  for  admission  to 
-he  University.  To  my  own  classes  I 
vould  welcome  more  gladly  a  student  who 
lad  mastered  the  method  of  this  work 
han  one  who  knew  by  heart  a  half  dozen 
narrative  text-books.  So  highly  do  I  think 
•f  it,  indeed,  that,  despite  its  elementary 
haracter,  I  have  seriously  thought  of  in- 
roducing  it  into  my  college  classes. 

It  may  be  that  questions  are  asked  upon 
ur  examination  papers  which  a  student 
*ained  in  this  book  alone  could  not  an- 
wer.  But  the  intelligence  shown  in  the 
miainder  of  his  paper  would,  I  am  con¬ 
ned,  far  more  than  outweigh  any  such 
nissions  5  and,  could  we  know  that  our 
mdidates  for  admission  had  undergone 
ich  a  drill  as  this  book  gives,  we  would 
it  too  gladly  suit  our  questions  to  the 
oer  scholarships  that  it  begets. 

II  29,  1889.) 

Ip  H.  S.  White,  Cornell  Univ., 

I  H.  Y.:  I  have  been  much  inter¬ 
im  examining  Mrs.  Barnes’s  Stud- 
fGeneral  History,  and  only  wish 


that  the  portion  devoted  to  modern  history 
might  be  largely  expanded  into  a  volume 
by  itself.  The  method  is  so  satisfactory  a 
one,  in  presenting  the  materials  for  study 
that  one  naturally  desires  as  great  detail 
as  possible.  I  shall  be  glad  to  recommend 
the  work  to  the  class  in  modern  history 
next  term  as  one  of  the  valuable  books  of 
reference  in  connection  with  their  work  in 
that  field.  President  Adams  has  already 
cordially  referred  his  class  in  medieval  his¬ 
tory  to  it. 

Austin  Scott,  Prof,  of  History  Rut¬ 
gers  Coll.,  New  Brunswick,  N.  f. :  I 
think  it  one  of  the  best  exponents  of  the 
newer  methods  in  history,  and  I  know  no 
better  text-book  for  use  in  higher  schools 
and  academies.  {April  20,  1889.) 

Arthur  Yager,  Prof,  of  History, 
Georgetown  Coll.,  Ky.:  I  have  used  the 
book  in  two  large  history  classes  for  some 
three  years.  I  like  it  very  much  thus  far. 
{April  25,  1889.) 

T.  M.  MacNair,  Meiji  Gakuin,  To- 
kio,  fapan:  I  am  greatly  pleased  with 
Mrs.  Sheldon  Barnes’s  History,  using  it 
with  one  class  experimentally,  quickly  de¬ 
termining  a  larger  use  as  my  order  indi¬ 
cates.  At  my  instance  it  is  used  also  in 
one  of  the  female  mission  schools  of  To- 
kio,  and,  as  I  believe  I  wrote  you,  will 
probably  earn  its  way  into  another  —  Miss 
West’s  {Oct.  7,  1887.) 

T.  M.  MacNair,  Meiji  Gaukhi,  To- 
kio,  fapan :  Sheldon’s  Universal  History 
continues  to  prove  in  my  experience  a 
most  suitable  text-book  for  class  work 
here.  It  is  a  very  good  test,  I  think,  of  its 
excellence  that  it  rouses  a  truly  “  semin¬ 
ary  ”  interest  in  historical  study  in  spite  of 
the  foreign  language  difficulties  that  attend 
it,  and  the  fact  that  most  of  the  students 
using  it  are  still  young.  {May  18,  1888.) 


20 


HISTORY ; 


does  it  satisfy  normal  schools? 


Frances  W.  Lewis,  Teacher  of\ 
History ,  State  Normal  School ,  /Vwz- 
i?-  /.:  It  gives  me  pleasure  to  do 
anything  in  my  power  to  extend  the  use  c 
Sheldon’s  History.  I  have  used  it  now 
for  several  years  and  think  it  the  best 
book  on  the  subject  that  I  have  seen.  It 
makes  the  study  of  history  what  it  should 
be,  a  mental  and  moral  development  It 
stimulates  thought,  and  gives  breadth  ot 
view,  and  by  its  suggested  comparisons  of 
governments,  enables  pupils  to  form  for 
themselves  sound  opinions  on  questions 
of  government. 

I  most  heartily  recommend  to  all  who 
wish  pupils  to  think  rather  than  to  mem¬ 
orize  in  the  study  of  history. 

(March  n,  1889.) 


new  methods  in  science  are  revolutioniz¬ 
ing  that  department.  If  it  does  not  do  so 
at  once,  it  will  be  because  people  in  gen¬ 
eral  do  not  yet  see  that  there  are  historical 
realities, — laws,  constitutions,  creeds,  etc., 
which  may  be— which  viust  be— studied 

in  the  same  way  that  a  boy  or  a  morning- 
glory  is.  I  have  but  one  fault  to  find  with 
this  book, — it  is  too  interesting.  So  much 
thought  is  awakened  in  the  pupils,  s< 
many  lively  discussions,  so  many  search 
ing  questions  are  asked  by  them,  that  tin 
time  for  the  recitation  always  seems  pain 
fully  insufficient.  (April  14,  1887 


Caroline  L.  G.  Scales,  Teacher  of 
History,  Normal  School,  Oswego,  N.  Y.: 

I  have  used  Miss  Sheldon’s  History  with 

three  successive  classes.  To  use  any  othei 
text-book  now  would  seem  to  me  as 
drearily  impossible  as  to  banish  leaves, 
flowers,  buds,  and  germinating  seeds  from  | 
my  schoolroom,  and  set  my  pupils  to 
memorizing  the  pages  of  a  botanical  text¬ 
book.  For  there  is  exactly  the  same  de¬ 
ference  between  the  methods  of  this  his¬ 
tory  and  that  of  any  other  as  yet  prepared 
for  school  use,  that  there  is  between  the 
methods  of  natural  science  popularized  b> 
Agassiz  and  the  old-time  memorizing  of 
printed  facts  about  natural  objects.  In  the 
one  case,  we  study  the  realities  and 
sharpen  our  wits  by  reasoning  about 
them ;  in  the  other,  we  cram  our  memories 
with  the  facts  other  people’s  wits  have  fur¬ 
nished  us.  It  seems  to  me  this  new  de¬ 
parture  in  historical  text-books  is  destinec 
to  revolutionize  the  method  of  teaching 
history  in  our  schools  as  thoroughly  as  the 


Theo.  B.  Noss,  Prin.  of  State  Noi 
mal  School ,  California,  Pa.  :  The  Metl 
od  of  Sheldon’s  General  History  is  base 
on  correct  educational  principles.  TV 
student  instead  of  merely  conning  event 
becomes  an  independent  observer  of  tl 
character  and  genius  of  ancient  and  mo 
ern  social  and  political  life.  We  are  usu 
the  book  and  like  it  thoroughly. 

( March  n,  1889.) 


Jane  E.  Leonard,  Teacher  of  B 
tory,  State  Normal  School ,  Indiana ,  P 
I  have  used  it  in  my  class  since  the  fi 
pages  came  from  the  press,  and  I  ne 
used  a  book  in  my  life  which  so  fully  1 
my  idea  of  what  a  text-book  should  be 
a  book  which  does  not  do  the  thinking 
the  pupil,  but  which  furnishes  him  v 
material  by  which  he  can  form  judgme 
make  comparisons,  and  reach  conclusi 
for  himself. 

History  taught  in  the  manner  in  . 
bv  this  book  becomes  indeed  an  edi 
, y  (Feb.  2 1 

force.  v 

Grace  Darling,  Teacher  of 
i  Stcde  Normal  School,  Oshkosh,  I 
I  reply  I  am  glad  to  state  that  S 


HISTORY, ; 


21 


General  History  is  eminently  adapted  to 
.  our  work  in  Normal  Schools.  It  places 
the  student  in  the  position  of  an  investi¬ 
gator,  arouses  independent  thought  and 
causes  him  to  conceive  of  historical  in- 
J  vestigation  as  a  field  in  which  there  is  a 
far  higher  ideal  to  attain  than  that  of  mere 
memorizing  of  another’s  thought.  The 
excellent  selection  of  questions  has 
!  aroused  the  ambition  of  the  pupil  to  be  a 
critic  and  investigator  of  the  knowledge  of 
his  classmates.  {March  n,  1889.) 

Tom  F.  McBeath,  Prin.  of  Coofer 
Normal  School ,  Daleville ,  Miss.:  Your 
favor  of  recent  date,  inquiring  as  to  the 

HIGH  SCHOOLS  US3 

H.  D.  Foster,  Worcester  Acad., 
Worcester,  Mass.:  I  am  now  using  Shel¬ 
don’s  General  History  for  the  fourth  year, 
and  have  found  it  very  valuable  and  help¬ 
ful,  and  almost  indispensable  in  my  work 
with  a  class  in  the  second  year  of  the 
English  Course,  using  it  in  connection 
with  Swinton’s  History.  First,  let  me 
state  some  of  the  good  qualities  of  the 
book.  It  is  made  on  the  right  idea,  that 
)f  stimulating  pupils  to  think,  and  to 
issimilate  and  apply  historical  facts. 
This  I  have  found  it  successful  in  doing, 
ts  selections  from  original  sources  create 
111  actual  interest  in  the  real  thought  and 
ives  of  men  of  history,  and  give  the  pupil 
.  vivid  and  truthful  conception  of  the  real 
ife  of  the  past.  For  example:  the  selec- 
ion  on  pages  105  and  107  for  the  high 
leas  controlling  and  inspiring  Athens. 
|‘^ges  107  and  no,  the  spirit  of  Socrates, 
t^ges  180-182,  the  spirit  of  corruption 
Opting  the  Roman  provincial  system 
He  time  of  Cicero.  Page  245,  the  spirit 
Hrly  hermits.  Pages  269  and  270,  the 
HL*  the  monasteries.  Pupils  find  the 


working  of  Sheldon’s  General  History  in 
the  classroom,  received.  In  answer  per¬ 
mit  me  to  say  that  in  all  my  teaching  of 
history,  I  have  never  seen  anything  to 
compare  to  it,  in  the  way  of  a  text-book, 
for  arousing  a  genuine  interest  in  the 
study,  developing  power  of  independent 
thought,  and  cultivating  a  taste  for  the 
higher  order  of  literature.  We  have  a  fine 
reference  library  of  some  thousand  vol¬ 
umes.  Now  imagine  a  buckwheat  field  in 
full  bloom  in  the  vicinity  of  an  apiary, 
and  you  will  have  some  idea  of  the  ap¬ 
pearance  of  our  library  when  the  hour  for 
preparing  history  lesson  comes. 

{March  13,  1889.) 

IT  SUCCESSFULLY. 

“Studies”  sometimes  quite  difficult,  but 
they  are  stimulated  by  them  to  think 
about  things  before  coming  into  recitation. 

I  find  the  Teacher’s  Manual  very  sug¬ 
gestive  in  its  summaries.  On  page  64  of 
the  Teacher’s  Manual  I  have  found  the 
summary  of  the  contrast  between  the 
Roman  Empire  and  the  Christian  Church 
noticeably  helpful  in  bringing  into  sharply 
defined  pictures  the  characteristics  of  these 
two  organizations.  If  I  were  to  criticise 
the  book,  I  should  say  that  the  teacher 
would  find  it  necessary  to  supplement  it 
with  a  continuous  narrative,  or  with  some 
additional  matter,  with  a  class  which  had 
not  had  a  course  previously  in  general 
history.  To  handle  the  book  successfully 
and  leave  the  student,  with  well  defined, 
correct  and  firmly  fixed  ideas,  calls  for 
more  than  usual  care  and  wisdom  and  will 
on  the  part  of  the  teacher. 

During  the  last  part  of  last  year  I  asked 
my  class  to  leave  on  my  desk,  at  a  time 
when  I  was  not  present,  unsigned  state¬ 
ments  of  what  they  felt  they  had  learned 
in  the  study  of  general  history  for  the 


22 


HISTORY. 


year,  with  their  idea  of  the  method  used 
in  the  class,  so  far  as  they  had  thought  in 
regard  to  any  methods  being  used.  Every 
member  handed  in  a  paper,  many  of  them 
in  an  attempt  at  a  disguised  hand.  I 
asked  for  honest,  frank  statements  of 
what  they  had  learned  and  of  what  they 
had  failed  to  learn.  I  think  the  state¬ 
ments  were  honest  and  frank,  and  as  they 
may  prove  of  interest  in  giving  the  stu¬ 
dent’s  idea  of  the  book,  I  send  them  to 
you  as  “  original  sources  of  information  ” 
as  to  a  student’s  appreciation  of  Sheldon. 

(These  papers  will  be  found  further  on 
in  this  circular  under  the  heading  “  What 
the  pupils  think  of  this  method.”) 

A.  W.  Bacheler,  Prin.  of  High 
School ,  Gloucester ,  Mass.:  The  General 
History  by  Miss  Sheldon, has  been  in  use 
in  this  school  for  two  years.  It  is  a  most 
wretched  book — for  the  lazy  teacher.  It 
is  a  most  inspiring  book  for  that  other  fel¬ 
low  who  believes  that  teaching  means  some¬ 
thing  more  than  drawing  the  week’s  salary. 
The  history  has  helped  revolutionize  our 
whole  system  of  history  teaching,  and  I 
owe  the  author  a  debt  which  I  would  fain 
pay  if  I  could.  ( April  13,  1889.) 

Mabel  R.  Wing,  Assistant  in  High 
School ,  Wellesley  Hills ,  Mass. :  I  find 
that  the  method  used  in  this  book  is  prac¬ 
tical  and  successful  in  arousing  an  interest 
in  the  usually  dead  facts  of  history.  We 
are  enjoying  the  book  I  bought  for  my 
own  use,  and  have  found  it  advisable  to 
buy  copies  of  it  for  the  class. 

{fan.  17,  1888.) 

Mabel  R.  Wing,  Teacher  of  His¬ 
tory  in  High  School ,  Wellesley  Hills , 
Mass.:  After  a  year’s  trial  of  Sheldon’s 
General  History,  I  can  heartily  recom¬ 
mend  it  as  the  best  text-book  of  the  kind. 
I  find  it  is  teaching  my  boys  and  girls  to 
think ,  and  to  express  their  thoughts 


clearly.  With  it  I  use  Swinton  for  con¬ 
nected  narrative,  and  find  this  a  satisfac¬ 
tory  combination.  Indeed,  the  introduc¬ 
tion  of  Sheldon  was  the  means  of  saving 
a  history  class  which  had  nearly  lost  all 
interest  in  the  study. 

I  feel  sure  it  has  only  to  be  tried  in 
order  to  be  approved.  ( March  n,  1889.) 

Harold  C.  Childs,  Prin.  of  Need¬ 
ham  High  School ,  Needham ,  Mass. : 
Our  school  has  used  Sheldon’s  Studies 
for  two  years  and  we  think  it  is  the  best 
book  for  history  study  in  a  high  school. 
The  pupil  must  study  and  think,  and  not 
memorize  simply,  if  he  uses  this  book.  He 
is  aroused  to  consult  other  books,  and  draw 
conclusions  as  well  as  watch  history  as  it  is 
forming  around  him.  {March  16,  1889.) 

N.  Louis  Sheldon,  Prin.  of  High 
School ,  Norwood ,  Mass. :  Sheldon’s  Gen¬ 
eral  History  is  on  the  right  plan,  and 
needs  only  to  be  introduced  to  make 
historical  study  interesting,  popular,  and 
profitable.  Our  pupils  like  history,  which 
is  something  they  have  never  admitted 
before. 

We  have  now  used  the  book  about  a  year 
and  are  more  pleased  with  it  every  day. 
{March  15,  1889.) 

Alice  E.  Dickinson,  Teacher  of  His¬ 
tory,  Hof  kins  Academy,  Hadley,  Mass.  : 
Having  used  Sheldon’s  General  History 
in  two  schools — Hinsdale  High  School 
and  Hopkins  Academy — I  can  say  with¬ 
out  reserve  that  I  have  never  found  any 
other  text-book  upon  any  subject  so  sat¬ 
isfactory.  Its  “  working  qualities  in  the 
class  room”  are  everything  that  can  be 
desired.  {March  it,  i88ji 

Miss  Porter,  “  The  Elmsf  Sf^^L 
fell,  Mass.:  1  cannot  too  cordialb^B 
press  my  satisfaction  with  Sheldon’s 
!  eral  History.  It  has  now  been  in  conM; 


HISTORY, i 


23 


use  in  my  school  for  nearly  three  years, 
and  no  text-book  that  I  have  ever  em¬ 
ployed  has  proved  so  suggestive  and  stim¬ 
ulating  to  both  teacher  and  pupil.  Its 
method  of  furnishing  to  the  student  only 
the  collected  materials  with  which  the 
historian  has  to  work,  and  teaching  him 
to  draw  from  them  his  own  conclusions, 
gives  a  zest  and  interest  to  his  study,  akin 
to  that  of  the  original  investigator.  My 
pupils  have  repeatedly  told  me  that  the 
habits  of  critical  thought  and  research 
suggested  by  the  questions,  have  helped 
them  in  all  their  other  school  work. 

You  may,  perhaps,  be  interested  to 
learn,  if  the  fact  has  escaped  your  notice, 
that  Sheldon’s  History  is  one  of  the  books 
suggested  in  the  Vassal*  catalogue  for 
preparation  for  entrance  to  that  college. 
{March  15,  1889.) 

George  H.  Rockwood,  Prin.  of 
Marlboro  High  School ,  Marlboro ,  Mass. : 
It  seems  to  me  especially  adapted  to 
awaken  thought  and  interest  upon  the  part 
of  both  pupil  and  teacher,  and  to  open  the 
way  for  real  teaching  of  the  science  of 
history.  {March  28,  1889.) 

Isabelle  H.  Fitz,  Teacher  of  His¬ 
tory,  High  School,  Groton,  Mass:  We 
have  been  using  Sheldon’s  Outlines  of 
General  History  for  three  years  and  I  have 
found  no  occasion  to  alter  my  first  favor- 
ible  opinion  of  it.  I  have  a  class  at  the 
present  time  who,  without  exception,  are 
nterested  in  its  study.  In  connection  with 
t,  I  use  all  the  reference  books  at  my  com- 
nand  and  each  student  keeps  a  note-book. 

(should  not  anticipate  my  work  so 
h,  were  another  text-book  employed. 
ril  12,  1889.) 

Kas.  Henry  Douglas,  Teacher  of 
fry,  Keene  High  School,  N.  II.: 
lion’s  General  History  stands  the  test 


of  the  class-room.  It  teaches  history  not 
as  a  system  of  chronology,  but  as  a  vivid 
presentation  of  life ,  political  and  social. 
The  book  in  the  hands  of  a  mere  “  hearer 
of  recitations  ”  would  be  a  failure,  but  for 
the  use  of  real  teachers  it  is  without  a 
peer.  It  develops  the  historic  perception 
and  the  deductive  reason.  It  gives  greater 
prominence  to  the  investigation  of  cause 
and  effect  and  of  ruling  principles  than  to 
the  memorizing  of  isolated  facts.  The 
book  is  an  inspiration  to  the  teacher  and  a 
revelation  to  the  class.  {March  8,  1889.) 

J.  M.  Willard.,  Teacher  of  History, 
Derry  Academy,  N.  H..  I  am  very  much 
pleased  with  your  Sheldon’s  History,  be¬ 
cause  it  makes  possible  in  the  Academy 
a  course  in  general  history  on  the  sem¬ 
inary  plan,  to  which  method  I  am  entirely 
committed.  The  selections  are  good  and 
the  questions  an  inspiration. 

{March  9,  1889.) 

C.  C.  Rounds,  Prin.  of  State  Nor¬ 
mal  School,  Plymouth,  N.  H.  :  Sheldon’s 
General  History  has  been  used  by  us  one 
year.  I  consider  it  a  very  valuable  book  for 
classes  which  have  had  opportunities  for 
wide  reading  in  history  before  coming  to 
the  study,  or  which  can  give  time  enough 
to  the  study  to  carry  on  a  course  of  read¬ 
ing  with  the  use  of  this  book. 

{March  27,  1889.) 

E.  A.  Burnett,  Prin.  of  High  School 
and  Acad.,  Chester,  Vt. :  I  take  great 
pleasure  in  giving  my  hearty  commenda¬ 
tion  to  the  general  history  edited  by 
Mary  D.  Sheldon,  which  we  introduced 
last  year.  It  aroused  a  lively  interest  on 
the  part  of  the  students  in  history  not 
easily  attained  but  highly  appreciated  by 
the  teacher  who  has  often  sought  in  vain 
satisfactorily  to  accomplish  it. 

{March  19,  1889.) 


24 


HISTORY ; 


John  F.  Kent,  Prin.  of  Concord 
High  School ,  W.  I  am  very  glad  to 
testify  to  the  great  success  with  which 
Sheldon’s  General  History  has  been  used 
for  the  past  two  years  in  our  school.  I 
am  very  fortunate  in  having  an  able 
teacher  to  use  the  book.  In  the  hands  of 
such  a  teacher  it  seems  to  me  that  the 
most  profitable  kind  of  work  in  history 
can  be  accomplished.  ( March  n,  1889.) 

Selah  Howell,  Prin.  of  Bromfield 

School,  Harvard,  Mass.:  Miss  Sheldon’s 
General  History  is  thoroughly  sound  in 
method;  and  wherever  used  by  skilful 
teachers  will  help  very  materially  to 
prove  that  history  is  one  of  the  most  in¬ 
teresting  and  practical  subjects  that  the 
pupils  of  our  public  schools  can  pursue. 

The  above  opinion  of  its  merits  is 
confirmed  by  careful  tests  with  classes. 
{April  15,  1889.) 

E.  J.  Colcord,  Saxton's  River,  Vt. : 
Your  note  received,  and  I  hasten  to  reply. 
Miss  Sheldon’s  book  is  a  work  of  great 
value.  I  know  of  none  that  can  compare 
with  it  in  its  special  field  as  a  general  his¬ 
tory.  I  speak  after  several  years’  acquaint¬ 
ance.  It  is  full  of  information,  and  just 
the  sort  the  teacher  wishes  to  have  at  hand 
to  make  clear  or  emphasize  a  given  point. 

We  do  not  now  in  our  school  make  use 
of  any  single  general  history.  Some 
years  ago  we  decided  to  extend  the  time 
of  our  study  of  history  that  we  might  at¬ 
tend  more  closely  to  epochs  or  periods. 

Our  historic  work,  then,  is  modeled 
somewhat  after  the  practice  of  our  colleges. 
We  have  courses  in  history  instead  of 
treating  of  the  world’s  history  as  a  contin¬ 
uous  whole.  We  make  use  of  several  text¬ 
books  in  this  method  of  study  as  well  as 
of  all  the  books  of  reference  our  library 
affords.  But  of  all  our  useful  books  as 
text-books,  I  regard  Sheldon’s  History  I 
among  the  very  best.  I  can  justly  say  | 


more  than  this.  It  is  a  treasury  of  inval¬ 
uable  facts  to  put  before  the  class. 

Not  the  least  of  the  many  virtues  is  the 
admirably  simple  way  in  which  the  most 
dry  and  abstract  details  are  set  forth. 

It  is  a  book  that  deserves  to  win. 

{March  29,  1889.) 

F.  W.  Tilton,  Head  Master,  Rogers 
High  School,  Newport:  My  absence  from 
home  prevented  an  earlier  reply  to  your 
letter.  Sheldon’s  General  History  has 
been  used  in  the  Rogers  High  School  sev 
eral  years  and  we  have  found  it  an  ex¬ 
tremely  valuable  book.  {March  18,  1889.) 

Isaac  B.  Burgess,  recently  TeacheA 
of  History,  Rogers  High  School,  Newport , 
R.I.:  The  following  are  the  prominent, 
characteristics  of  the  method  which  I  anj 
using :  — 

1.  Almost  exclusive  attention  to  facts 
which  are  essential  to  a  comprehension  ot 
Greek  and  Roman  life  and  its  develop 
ment. 

2.  The  study,  so  far  as  possible,  0 
primitive,  first-hand  facts,  such  as  maps 
pictures  of  Greek  and  Roman  works 
speeches  and  writings  of  Greeks  and  Ro 
mans. 

3.  The  use  of  questions  about  thesj 
facts  which  require  not  the  simple  repet 
tion  of  the  fact  but  the  gathering  and  con 
parison  of  different  facts  and  the  drawin 
of  inferences  from  them  by  the  pupil  hin 
self. 

In  applying  this  method  I  use  Mu 
Sheldon’s  Greek  and  Roman  Histor; 
This  text-book  marks  as  distinct  a  revol 
tion  in  the  method  of  presenting  histoi 
to  the  learner  as  “  Warren  Colburn’s  || 
Lessons  ”  did  in  the  case  of  arithir^M 
and  in  much  the  same  direction. 

(His  detailed  plan  of  using  Sheld^B  _ 
been  published  separately,  and  is  s<^H 
us  gratis  to  any  one  asking  for  it. 


HISTORY. 


25 


Harriet  R.  Chace,  Mrs.  Fielden 
rind  Miss  Chace1  s  School  for  Young  La- 
lies ,  Providence,  R.  /.:  We  consider  the 
300k  invaluable. 

George  H.  Tracy,  Prin.  of  High 
School ,  Bristol,  Conn.:  We  have  used 
Sheldon’s  General  History  in  the  Bristol 
High  School  for  a  year  with  the  most  sat- 
’  sfactory  results.  From  the  work  done  by 
die  class,  and  from  the  enthusiasm 
Awakened  in  the  class,  I  have  no  hesita¬ 
tion  in  saying  it  is  the  best  General  His¬ 
tory  I  have  seen  used  in  the  schoolroom. 
[March  9.  1889.) 

Ira  P.  Clark,  Prin.  of  High  School, 
Corning,  N.  Y.:  I  consider  Sheldon’s 
General  History  one  of  the  best,  if  not  the 
Dest,  of  the  working  school  histories.  It  is 
.'ormed  on  the  “Seminary  Method”  in 
teaching  history,  and  is  most  admirably 
;  adapted  to  carry  it  out.  A  better  work¬ 
ing  history  for  the  class-room  could  not  be 
I  written.  ( March  16,  1889.) 

K.  T.  Holbrook,  Prin.  of  Girls ' 
School,  Yonkers,  N.  Y.:  I  am  glad  to  say 
that  I  consider  it  a  very  valuable  book  for 
rather  mature  pupils  and  quite  invaluable 
to  teachers.  W e  have  found  it  an  excel¬ 
lent  working  book  for  our  older  students. 
[{March  18,  1889.) 

Hannah  J.  Brown,  Teacher  of  His¬ 
tory,  The  Misses  Masters'  School,  Dobbs 
Ferry,  N.  Y. :  My  appreciation  of  the 
value  of  it  grows  with  its  use.  We  are 
waiting  impatiently  for  the  appearance  of 
Mrs.  Barnes’  United  States  History. 

| {March  28,  1889.) 

IM.  A.  Brigham,  until  recently,  Vice- 
In.  of  Brooklyn  Heights  Seminary ; 
W  Prin.  of  Mt.  Holyoke  Seminary  and 
\lege:  The  history  written  by  Mrs 
lldon  Barnes  is  a  most  valuable  work 
I  students  who  have  pursued  a  prepara¬ 


tory  course,  and  are  ready  for  a  broad  and 
scientific  method  of  study.  It  is  impor¬ 
tant  that  the  pupil  should  have  access  to 
a  well  selected  library,  and  that  much  time 
should  be  given  to  reading. 

Carried  out  under  favorable  conditions, 
I  know  of  no  other  method  so  suggestive 
and  stimulating  to  the  mind  of  the  stu¬ 
dent. 

Miss  Eleanor  J.  Mackie,  Private 
School ,  Newburgh,  N.  Y.:  Myself  and 
class  are  enjoying  the  history  more  and 
more  each  day,  and  feel  like  giving  Miss 
Sheldon  a  vote  of  thanks. 

J.  R.  Leslie,  Classical  School,  Pough¬ 
keepsie,  N.  Y.:  I  especially  enjoy  the  His¬ 
tory,  with  which  I  attain  results  beyond 
my  expectations,  and  I  expected  a  great 
deal. 

Philomine  P.  Myer,  Miss  Gor¬ 
don's  School,  Philadelphia,  Pa. :  It  is 
excellent  in  every  particular,  and  cannot 
fail  to  be  of  great  help  to  the  careful  stu¬ 
dent.  It  has  been  adopted  in  the  advanced 
classes,  and  is  already  a  favorite  text-book, 
which  is  perhaps  the  highest  recommenda¬ 
tion  we  can  give  it. 

James  H.  Lansley,  Prin.  of  Busi¬ 
ness  Coll,  and  Jefferson  Park  Academy, 
Elizabeth,  N.  J.:  We  have  used  Sheldon’s 
History  with  most  satisfactory  results, 
having  been  able  to  sustain  that  desirable 
class  interest,  engendered  only  by  intelli¬ 
gent  discussion.  It  is  a  book  that  has 
found  a  permanent  place  in  our  class¬ 
room.  The  more  we  use  it  the  more  we 
like  it.  {April  13,  1887.) 

Miss  Clara  Conway,  Prin.  of 
Clara  Conway  Inst.,  Memphis ,  Tenn .: 
We  like  the  book  better  every  day  and 
shall  use  it  so  long  as  I  have  a  school. 
{May  22,  1887.7 


26 


HISTORY, 


E.  F.  Warner,  Supt .  of  Schools ,  i 
Bellevue,  O.:  It  gives  me  pleasure  to  say  < 
that  with  the  pupils  of  any  mental  grasp 
whatever,  it  is  preeminently  the  text. 

In  all  cases  where  it  is  preceded  by  some  ' 
elementary  work  of  its  kind,  I  know  of 
nothing  equal  to  it  as  a  means  of  stimulat¬ 
ing  mental  activity,  encouraging  original 
research,  cultivating  independent  thought. 

Our  advanced  class  in  General  History 
is  doing  better  work  than  has  ever  been 
done  in  the  history  of  the  Bellevue  schools. 
With  quite  young  pupils,  or  with  those 
not  so  keen  mentally,  the  results  are  not  so 
satisfactory.  ( March  9,  1889.) 

Ida  Haslup,  Prin.  of  High  School , 
Sidney,  O.:  I  am  very  well  pleased  with 
it.  It  requires  more  original  work  on  the 
part  of  the  pupil  than  any  other  book  of 
the  same  sort. 

The  book  demands  more  work  on  the 
part  of  the  teacher,  but  since  work  by  the 
teacher  generally  induces  and  brings  forth 
work  from  the  pupil,  I  do  not  know  that 
this  fact  is  an  objection;  it  is  rather  a 
merit.  ( March  14?  1889.) 

John  S*  Irwin,  Supt.  of  Schools , 
Fort  Wayne ,  Ind .:  We  have  used  Shel¬ 
don’s  General  History  in  our  schools  ever 
since  its  publication,  having  it  now  in  two 
classes  of  6ur  High  School.  From  the 
beginning  of  its  use  it  has  continued  to 
grow  in  favor  with  both  teachers  and  pu¬ 
pils.  I  know  of  no  work  which  in  the 
hands  of  a  judicious,  well-trained,  and  well- 
read  teacher  is  comparable  to  it  as  a  text¬ 
book  in  this  subject.  It  involves  a  very 
broad  and  comprehensive  knowledge  and 
use  of  our  library,  but  this  I  regard  as  one 
of  its  best  features.  The  method  makes 
students  of  history,  not  students  of  some 
author’s  ideas  of  history.  I  think  you  may 
reckon  on  Fort  Wayne  as  a  constant  field 
for  the  use  of  Sheldon.  I  have  done  my¬ 


self  the  pleasure  to  recommend  it  in  sev¬ 
eral  schools.  ( April  16,  1886.) 

Carrie  B.  Sharp,  Prin.  of  West¬ 
minster  Seminary  for  Young  Ladies , 
Fort  Wayne,  Ind.:  The  pupils  who  are 
old  enough  to  reason  and  who  have  been 
taught  how  to  think  and  to  study,  it  can¬ 
not  be  excelled,  but  it  requires  a  great  deal 
of  time  and  hard  study,  and  a  teacher  who 
is  enthusiastic  in  the  work  and  has  an  ex¬ 
tended  knowledge  of  history  or  a  great 
deal  of  time  to  put  into  the  work.  For 
such  a  class  it  would  be  an  invaluable  text¬ 
book,  teaching  not  only  the  history  that  is, 
but  that  which  is  being  made  day  by  day, 
and  enabling  one  to  foretell  that  which  is 
to  come.  ( April  13,  18S9.) 

S.  Louise  Mitchell,  Teacher  of 
History  in  Union  Acad.,  Alma,  Bid.:  Jtj 
gives  me  very  great  pleasure  to  say  some¬ 
thing  of  Sheldon’s  History.  I  think 
enough  cannot  be  said  in  its  favor.  I  have 
used  it  for  two  years,  and  find  that  it 
charms  the  student.  The  most  admirably 
arranged  system  of  questioning  leads  the 
pupil  to  do  more  independent  thinking 
than  any  text-book  I  know  of.  One  oi 
my  young  ladies  said  that  when  she  began 
to  unravel  the  questions,  it  had  a  fascina, 
tion  about  it  similar  to  taking  up  a  Chinese 
puzzle.  I  think  I  could  wish  no  better 
fortune  for  our  school  than  to  wish  tha 
we  •might  have  a  complete  set  of  histone: 
exactly  on  the  Sheldon  History  plan. 

( March  11,  1889.) 

R.  W.  Putnam,  Supt.  of  School: 
Ypsilanti,  Mich. :  I  feel  it  is  but  justice  tj 
L  the  author  and  you  to  say  a  word  abj! 

;  our  success  with  Sheldon’s  History.  ■ 

;  have  this  year  a  class  of  forty-three,  in 
:  divisions.  On  entering  the  building 
■  tcrday,  at  S.30  A.  m.,  Miss  Gray,  the  t^H 
[  er  of  history,  found  about  twenty-fiv^Mn 
-  pils  waiting  for  her,  anxious  to  study 


HISTORY. ; 


27 


lesson.  At  noon  the  same  thing  occurred,  ( 
and  at  night  about  the  same  number  f 
stayed  after  the  close  of  school.  1 

While  I  am  willing  to  admit  that  Miss  ( 
Gray  is  entitled  to  some  of  the  credit,  yet 
she  claims  that  she  was  unable  to  obtain 
such  enthusiasm  with  any  other  book.  ' 

Fanny  E.  Gray,  Teacher  of  History , 
High  School ,  Ypsilanti ,  Mich.:  After  a 
year’s  trial  of  Sheldon’s  History  in  the 
class-room,  I  feel  prepared  to  say  that  it 
has  done  even  more  than  I  hoped  it  would. 

It  seemed  at  first,  perhaps,  a  little  difficult 
for  the  students  to  take  up  what  was  to 
them  an  entirely  new  method  of  study ; 
but  they  soon  learned  not  only  to  profit  by 
it,  but  to  like  it ;  and  I  can  try  it  with  my 
new  class  next  year,  feeling  confident  that 
it  gives  the  real  method  of  historical  study. 
{March  10,  1889.) 

C.  B.  Thomas,  Supt.  of  Schools ,  E. 
Saginaw ,  Mich.:  In  our  department  of 
history  several  text-books  are  used  by  the 
teachers  and  classes,  in  order  that  special 
topics  may  be  studied  from  more  than  one 
standpoint.  Among  these  books  is  Shel¬ 
don’s  General  History.  In  this  way  we 
are  able  to  compare  it,  as  to  merit  for  class 
purposes,  with  several  others,  and  the  tes¬ 
timony  of  both  teachers  and  pupils  gives 
high  rank  to  Sheldon.  The  most  studious 
and  thoughtful  pupils  turn  to  it  as  a  guide 
in  study  and  topical  investigation  in  pref¬ 
erence  to  other  books,  and  the  teachers 
feel  that  its  use  inculcates  the  studious 
habit  and  right  methods  of  research. 

We  value  the  book  very  highly. 

{March  10,  1889.) 

M.  Louise  Jones,  recently  Supt .  of 
Schools ,  Charlotte ,  Mich.:  It  gives  me 
pleasure  to  give  Sheldon’s  General  His¬ 
tory  a  most  cordial  commendation.  I 
(  know  of  no  text-book  on  the  subject  its 


equal  for  a  High  School  with  “library 
facilities.”  It  seems  to  create  a  spirit  of 
historical  research  and  a  zeal  for  knowl¬ 
edge.  {March  19,  1889.) 

N.  H.  Walbridge,  Supt.  of  Schools, 
Evart ,  Mich.:  It  has  found  increased 
favor  with  my  High  School  Principal  and 
myself  since  we  first  began  asking  it  for 
reference.  It  is  full,  but  not  verbose,  has 
a  natural  sequence  of  events,  gives  causes 
and  results  with  the  best  tabulation  of 
names  and  dates  of  any  similar  work  .  I 
know.  We  shall  make  it  more  than  a  book 
of  reference,  as  soon  as  the  limit  of  adop¬ 
tion  will  allow.  {April  18, 1889.) 

J.  E.  Abbott,  Florence,  Mich.: 
While  Principal  of  the  Florence  Free 
High  School,  I  used  Sheldon’s  General 
'History  with  marked  success,  and  consid¬ 
ered  it  at  that  time  the  best  work  on  gen¬ 
eral  history  I  had  ever  used:  (1)  because 
it  compelled  the  student  to  think;  (2) 
because  the  arrangement  of  the  subject 
was  such  that  the  outline  of  those  nations 
who  have  played  the  most  important  parts 
in  civilization  and  progress  were  made 
preeminent ;  (3)  because  the  method  was 
philosophical  and  logical,  and  for  the  first 
time,  to  my  knowledge,  made  history  an 
engine  of  thought  and  intellectual  disci¬ 
pline  rather  than  a  mere  matter  of  mem¬ 
ory.  I  have  not  yet  had  reason  to  change 
my  opinion  in  this  particular. 

{March  30,  1889.) 

Stuart  MacKibbin,  Supt.  of  Pent- 
water,  Mich.,  Union  Schools:  The  Gen¬ 
eral  History  is  an  admirable  work.  We 
have,  in  our  village  library,  many  good  his- 
r  tories ;  these  I  add  to  by  works  from  my 
:  own  and  other  private  libraries,  so  that 
■  Sheldon’s  General  History  in  the  hands  of 
;  the  scholars  is  a  book  of  methods  rather 
,  than  a  book  of  history,  and  the  scholars  are 


28 


HISTORY. 


learning  to  study  history.  When  we  be¬ 
gan,  I  supposed  the  book  would  be  our 
only  reliance,  but  the  standard  works  in 
the  public  library,  added  to  by  loans  by  the 
generous  owners  of  private  libraries,  ena¬ 
ble  us  to  have  in  our  High  School  a  good 
reference  library.  The  scholars  keep  note¬ 
books  and  are  taking  great  interest.  His¬ 
tory  is  studied  in  the  first  High  School 
class —  average  age  about  fourteen  and  one- 
half  years.  Fears  were  entertained  on  the 
part  of  the  Board  that  the  method  would 
be  too  difficult,  but  I  was  allowed  to  try  the 
experiment,  and  it  is  working  well  and  is 
exciting  great  interest  locally.  Though  our 
time  in  which  to  study  history  is  limited, 
yet  we  will  practically  take  unlimited  time, 
for,  while  parts  of  the  book  will  undoubt¬ 
edly  be  omitted,  the  scholars  will  know 
how  to  study  history  and  will  study  these 
omitted  portions  themselves. 

( March  io,  1888.) 

Stuart  Mackibbin,  Supt .  of  Public 
Schools ,  Pent-water,  Mich.:  Sheldon’s 
General  History  is  on  its  second  year. 
Adopted  with  fear  and  trembling,  it  has 
proved  a  grand  success.  We  devote  a  year 
to  the  subject,  ninth  grade  or  first  High 
School  grade.  Having  no  school  library, 
I  place  my  individual  library  at  the  dis¬ 
posal  of  the  H.  S.  on  condition  that  others 
in  the  town  do  the  same.  Only  such  books 
as  are  needed  are  brought  to  the  school- 
house.  By  this  means,  the  schools  use 
about  one  hundred  and  fifty  volumes  dur¬ 
ing  the  year.  I  give  them  particular  ref¬ 
erences  which  they  look  up,  and  keep  note 
books  of  results.  They  are  also  required  to 
write  three  essays  per  year,  one  on  a  topic 
in  connection  with  Greek  and  Ancient  his¬ 
tory,  one  in  Roman  history,  and  one  biog¬ 
raphy  ;  besides  monthly  subjects  are  given 
for  oral  report. 

The  result  has  been  most  satisfactory. 
History  is  the  favorite  study ;  the  scholars 


are  becoming  independent  students  of  his¬ 
tory.  The  method  has  also  developed  a 
desire  for  reading,  and  has  aided  very 
much  in  the  study  of  English  literature. 

I  make  hektograph  copies  of  the  out¬ 
lines  given  in  the  manual,  which  the  schol¬ 
ars  follow  in  review.  ( March  9,  1889.) 

I.  N.  Mitchell,  Supt.  of  Schools , 
Fond  du  Lac ,  Wis. :  I  received  a  copy  of 
Sheldon’s  General  History  when  it  first 
came  out,  and  wrote  you  then  that  I  was 
much  pleased  with  the  book.  It  struck 
me  as  being  a  first  class  -work  book.  I 
wrote  you  from  Grand  Rapids,  Michigan. 
On  coming  here,  I  found  no  general  history 
in  the  course,  and  introduced  the  subject 
and  Sheldon’s  History.  The  teacher  who 
has  the  history  was  at  first  adverse  to  the 
book  and  its  method,  but  she  has  found  on 
trial  that  it  is  a  first  class  -work  book ,  and 
she  is  now  enthusiastic  in  its  praise.  Her 
experience  and  my  observation  of  her 
work  confirm  my  first  estimate  of  the 
book.  (March  13,  1889.) 

Elsie  M.  Dwyer,  Teacher  of  Latin 
and  History,  Fond  du  Lac,  Wis.:  Some¬ 
what  more  than  a  year  ago  you  sent  to  me 
a  copy  of  Miss  Sheldon’s  Studies  in  His¬ 
tory.  A  year  ago  I  introduced  the  book 
into  the  Fond  du  Lac  High  School.  We 
worked  with  it  for  the  year  and  I  am  now 
glad  to  say  that  I  no  longer  look  upon  the 
book  in  the  light  of  an  experiment.  I  am 
more  than  pleased  with  the  book.  I  con¬ 
sider  it  by  far  the  best  text-book  in  gener¬ 
al  history  before  the  public.  The  method 
is  unique  but  it  is  excellent.  It  compels 
the  pupil  to  think  for  himself.  I  begin  my 
work  this  year  with  increased  pleasure  in 
the  book,  and  my  class  are  enthusiastic 
history  students.  (Oct.  10,  1888.) 

Elsie  M.  Dwyer,  Asst,  in  Fond  du 
Lac  High  School,  Wis.:  Sheldon’s  Gen- 


HISTORY. 


29 


eral  History  was  introduced  into  my  class¬ 
room  in  September,  1887,  and  I  have  used 
it  since  with  constantly  increasing  satis¬ 
faction.  It  is  the  best  text-book  of  gener¬ 
al  history  which  has  ever  come  into  my 
hands.  Its  method  of  arrangement  is  such 
that  it  calls  for  wide  reading  outside  the 
text-book,  and  studious  thought  as  well. 
It  demands  hard  work  but  does  away  with 
the  drudgery  of  the  ordinary  text-book.  I 
can,  from  my  experience,  commend  it 
heartily.  {March  13,  1889.) 

S.  L.  Maxson,  Prin.  Albion  Acad, 
and  Normal  Inst .,  Albion ,  Wis.:  I  take 
great  pleasure  in  saying  that  Sheldon’s 
General  History  has  been  in  use  in  my 
classes  ever  since  its  issue,  and  I  find  it 
much  superior  to  any  other.  It  is  partic¬ 
ularly  unique  in  giving  stimulus  to  inde¬ 
pendent  personal  study,  and  bringing  the 
facts  of  history,  however  rem6te  either  in 
time  or  place,  into  a  present  living  reality. 
{April  1,  1889.) 

W.  M.  West,  Supt.  of  Schools ,  Far¬ 
ibault ,  Minn.:  I  have  been  using  Shel¬ 
don’s  General  History  since  last  Septem¬ 
ber  with  a  class  of  twenty  students,  and 
am  very  much  pleased  with  it.  I  am  sure 
that  it  is  the  best  text-book  published 
upon  the  subject.  {March  12,  1889.) 

M.  M.  West,  Supt.  of  Schools,  Fari¬ 
bault,  Minn.:  Sheldon’s  General  History 
works  well  in  every  class.  It  is  an  ideal 
book  in  plan  and  every  year’s  experience 
with  it  satisfies  me  that  it  is  equally  good 
in  the  execution  of  the  plan. 

{April  1,  1889.) 

Libbie  M.  Crandall,  Teacher  of 
General  History,  High  School,  St.  Cloud, 
Minn.:  Last  summer,  after  a  careful  ex¬ 
amination  of  the  various  text-books  on 
general  history,  I  decided  on  the  adoption 


of  Sheldon’s.  I  have  since  been  using  it 
with  ever  increasing  pleasure.  It  stimu¬ 
lates  thought,  awakens  interest,  and  devel¬ 
ops  the  reasoning  powers.  My  class,  after 
completing  the  history  of  Greece  and 
Rome,  passed  with  ease  the  examination 
on  that  subject  given  by  the  Minnesota 
State  High  School  Board. 

{March  16,  1889.) 

J.  Morrissey,  Prin.  of  High  School , 
Sidney,  la. :  I  wish  to  say  that  we  have 
used  Sheldon’s  General  History  for  two 
years  with  gratifying  results.  It  has  stood 
the  test  of  class  use  well.  To  pupils  ac¬ 
customed  to  much  memorizing  and  little 
exercise  of  judgment  it  is  somewhat  dif¬ 
ficult,  but  not  more  so  than  kindred 
branches  rightly  taught. 

{March  n,  1889.) 

C.  S.  Pennell,  Prin.  of  Mary  Insti¬ 
tute,  St.  Louis,  Mo.:  I  enclose  a  letter 
from  Miss  Annie  Wall,  senior  teacher  of 
history  in  Mary  Institute.  She  has  now 
used  Miss  Sheldon’s  book  a  year,  and  the 
note  expresses  her  judgment  of  it.  I  cor¬ 
dially  coincide  in  all  the  commendation 
Miss  Wall  bestows  upon  it.  Its  methods 
will  make  the  school  study  of  history  a 
higher  order  of  work. 

The  following  is  Miss  Wall’s  letter 
above  referred  to  :  — 

Annie  Wall,  Teacher  of  History , 
Mary  Institute ,  St.  Louis,  Mo. :  I  desire 
to  express  to  you  the  satisfaction  which  I 
have  had  in  the  use  .of  Miss  Sheldon’s 
General  History  with  a  class  in  this 
school.  The  girls  have  found  it  extremely 
interesting,  and  I  a  great  aid  in  teaching 
them,  not  only  to  know  facts,  but,  what  is 
quite  as  useful,  to  know  their  causes  and 
results.  It  helps  them  to  learn  to  think. 
I  consider  the  plan  and  the  execution  of 
the  book  alike  admirable. 


30 


HISTORY, 


J.  W.  Jones,  Prin.  of  Schools,  How¬ 
ard,  Kas .:  I  have  been  using  Sheldon’s 
General  History  during  the  past  year  and 
have  been  astonished  at  the  results.  My 
pupils  are  fascinated  with  the  work  and 
show  a  wonderful  growth  in  reasoning 
power. 

The  work  does  away  with  the  dry  mem¬ 
orizing  of  facts  and  leads  the  pupil  into  an 
interesting  field  of  deductive  reasoning 
where  he  gets  both  the  facts  and  philoso¬ 
phy  of  history  combined.  It  is  very  thor¬ 
ough  and  care  must  be  exercised  that  we 
do  not  put  it  into  the  hands  of  pupils  be¬ 
fore  they  are  sufficiently  developed  to  be¬ 
come  interested  in  it.  I  deem  the  book  a 
success  and  hope  it  may  find  its  way  into 
many  schools,  rejoicing  the  hearts  of  the 
pupils  as  it  has  done  in  my  school. 

{March  12,  1889.) 

J.  W.  Scrog’g'S,  Prin.  of  Acad., 
Rogers ,  Ark.:  Sheldon’s  History  is  an  in¬ 
comparable  text-book.  The  student  is 
compelled  to  study  instead  of  merely  com¬ 
mitting  to  memory.  I  can  teach  history 
with  it  as  I  never  could  before,  and  if  my 
pupils  had  access  to  libraries  or  encyclo¬ 
paedias,  the  value  of  this  book  would  be 
greatly  enhanced. 

It  is  the  best  text-book  I  ever  saw. 
{March  19,  1889.) 

Mrs.  Alice  E.  Chandler,  Prin.  of 
B.  G.  F.  Seminary ,  Bowling  Green ,  Va. : 
I  herewith  enclose  you  an  order  for  twelve 
copies  of  Sheldon’s  Studies  in  General 
History.  The  class  is  not  so  large  as  I 
thought  it  would  be,  but  next  session  I 
hope  to  introduce  it  largely  into  our  school, 
and  shall  not  fail  to  recommend  it  heartily 
to  all  the  teachers  who  have  gone  out  from 
this  institution  —  and  they  constitute  quite 
a  number.  I  have  never  seen  a  history  so 
philosophical,  so  interesting,  so  accurate, 
nor  so  suggestive.  {April  4,  1889.) 


W.  H.  Bartholomew,  Prin.  of  Fe¬ 
male  High  School ,  Louisville ,  Ky .:  In 
answer,  I  would  say  that  we  are  delighted 
with  the  book.  Miss  I.  E.  Hanna,  teacher 
of  History,  concurs  in  this  opinion. 
{March  22,  1889.) 

Elizabeth  A.  Packard,  Teacher  of 
Ancient  History ,  Los  Angeles  High 
School ,  Cal. :  In  reply  to  your  note  of  in¬ 
quiry  received  yesterday,  I  gladly  express 
the  pleasure  I  have  taken  in  using  Shel¬ 
don’s  Greek  and  Roman  History  in  the 
class-room.  The  maps  are  meagre  and 
the  text  requires  much  addition  (especially 
on  the  Roman  Republic)  to  meet  college 
examinations.  Nevertheless,  I  consider  it 
far  superior  to  any  other  historical  text¬ 
book  of  my  acquaintance,  and  should  much 
regret  to  have  it  displaced. 

The  method  arouses  the  interest  of  the 
pupils  and  is  an  invaluable  agent  in  secur¬ 
ing  keen,  clear  thinking.  We  have  found 
its  studies  in  Civics  especially  helpful. 
{March  14,  1889.) 

E.  H.  Botsford,  Prin.  of  High 
School ,  Wiliamstown ,  Mass.:  Of  your 
Sheldon’s  Studies  in  General  History, 
which  we  are  using  in  our  classes,  I  have 
only  the  highest  praise. 

{March  21,  18*89.) 

D.  W.  Abercrombie,  A.  M .,  Prin. 

Worcester  Acad.:  It  is  an  admirable 
book,  and  richly  deserves  all  that  may  be 
said  concerning  its  value  as  a  means  of 
stimulating  the  mind.  It  is  a  book  that 
makes  great  demands  upon  a  teacher,  and 
only  a  good  teacher  can  use  it  with  effect 
aud  take  advantage  of  its  excellencies. 
An  inferior  teacher  would  swamp  himself 
and  class  in  endeavoring  to  use  it.  This 
to  my  mind  is  an  unusual  merit  for  a  text¬ 
book  to  possess,  and  would  that  all  did. 
For  then  the  guild  would  be  relieved  of 


HISTORY. 


3 


much  that  travesties  under  the  name  of 
teaching.  {May  8,  1889.) 

H.  C.  Ford,  Sufit.  Yates  Center ,  Kan.: 
Sheldon’s  General  History  is  the  finest 
text  on  that  subject  I  ever  used  or  exam¬ 
ined.  It  develops  an  intense  love  for  the 
real  study  of  history. 


J.  W.  Miller,  Lewisville  Masonic 
Inst..  Lewisville ,  Texas :  I  take  pleasure 
in  saying  that  I  have  used  Sheldon’s  Gen¬ 
eral  History  in  my  classes  for  three  years, 
with  almost  perfect  satisfaction  to  both 
myself  and  students.  The  book  stimu¬ 
lates  thought  and  research.  I  cordially 
recommend  it. 


WHAT  THE  PUPILS  THINK  OF  THIS  METHOD. 


From  Worcester  Acad.,  Worces¬ 
ter,  Mass.,  D.  W.  Abercrombie, 
A.  M.,  Prin. 

H.  D.  Foster,  Worcester  Acad., 
Worcester,  Mass.:  During  the  last  part 
of  last  year  I  asked  my  class  to  leave  on 
my  desk,  at  a  time  when  I  was  not  pres¬ 
ent,  unsigned  statements  of  what  they  felt 
they  had  learned  in  the  study  of  general 
history  for  the  year,  with  their  idea  of  the 
method  used  in  the  class,  so  far  as  they 
had  thought  in  regard  to  any  methods  be¬ 
ing  used.  Every  member  handed  in  a 
paper,  many  of  them  in  an  attempt  at  a 
disguised  hand.  I  asked  for  honest,  frank 
statements  of  what  they  had  learned  and 
of  what  they  had  failed  to  learn.  I  think 
the  statements  were  honest  and  frank,  and 
as  they  may  prove  of  interest  in  giving  the 
student’s  idea  of  the  book,  I.  send  them  to 
you  as  “  original  sources  of  information  ” 
as  to  a  student’s  appreciation  of  Sheldon. 

The  spelling  and  crudeness  will  show 
that  they  are  bona  fide  statements  of  boys 
of  16  or  17  years,  and  that  they  were 
prepared  with  no  idea  of  their  being  seen 
or  read  by  any  one  beside  myself. 

{May  7,  1889.) 

“What  I  have  learned  from 
studying  General  History.” 

1. — A  long  continued  custom  becomes 
a  law  unless  there  is  a  legislation  against 
it. 


2.  — Ignorance  among  the  common  peo¬ 
ple  places  the  government  in  the  hands  of 
a  few. 

3.  — A  despotic  government  is  the  out¬ 
come  of  a  few  unjust  laws  which  the  peo¬ 
ple  do  not  rebel  against  with  sufficient 
force. 

4.  — Oppression  is  the  forerunner  of  a 
mighty  revolution. 

5.  — In  order  to  obtain  a  high  state  of 
civilization,  a  just  government,  and  to  win 
affection,  a  ruler  must  seek  the  highest 
good  and  strive  to  please  the  commo  peo¬ 
ple. 

6.  — A  few  good  or  a  few  bad  men  may 
influence  the  destiny  of  a  nation. 

7.  — A  corrupt  government  leads  to  a 
downfall  of  the  nation  which  will  be  of  the 
same  proportion  as  the  corruptness. 

8.  — A  century  of  writers  is  a  century  of 
progress. 

9.  — Severe  oppression  in  religion  is  usu¬ 
ally  followed  by  oppression  in  politics. 

10. — Intellectual,  thoughtful  men  must 
be  at  the  head  of  a  nation. 


We  have  learned  this  year  in  history  of 
the  foundation,  progress  and  downfall  of 
nations,  beliefs,  customs  and  systems. 

Of  nations  we  have  learned  that  each,  as 
it  came  to  the  front,  was  upheld  by  patriot¬ 
ism,  morality,  industry,  courage  and  edu¬ 
cation.  So  long  as  these  virtues  lasted  it 
progressed,  but  when  they  gave  way  to  im- 


32 


HISTORY. 


morality,  vice,  ignorance  and  idleness  it 
fell.  So  it  was  with  Greece.  With  her 
early  patriotism,  purity,  and  courage  came 
success.  Later  when  these  virtues  were 
replaced  by  degredation  and  oppression 
Greece  fell.  When  Rome  fell  it  was  but  a 
shadow  of  the  old  republic. 

In  our  study  of  history  we  have  not  re¬ 
lied  on  memory  as  much  as  is  usually  done 
but  a  statement  of  the  most  important 
facts  has  been  learned.  With  this  as  a 
beginning  by  means  of  the  literature  of  the 
times,  pictures  of  buildings,  etc.,  we  have 
built  up  what  history  we  have  learned  in 
the  past  year. 

“A  Retrospect  of  History.” 

The  history  we  have  used  differs  from 
other  histories  in  that  it  gives  the  events 
in  a  more  loose  and  disconnected  style 
than  those  that  give  only  the  simple  nara- 
tive.  It  is  more  difficult  to  learn  for  there 
are  so  many  questions  and  studies.  But 
it  makes  the  student  think  more,  reason 
out  events,  and  gives  him  more  ideas  of 
his  own.  When  we  take  up  another  his¬ 
tory  written  in  another  style  it  is  difficult 
.to  learn  a  narative  for  we  become  so  famil¬ 
iar  with  mere  facts  that’  it  puzzles  us  to 
have  to  make  a  long  narative  in  our  words. 
I  have  learned  much  about  history  during 
the  past  year,  and  although  it  comes  hard 
to  me  yet  I  like  the  study  very  well. 

If  I  should  not  go  to  school  any  more 
after  this  term  yet  I  shall  have  the  satis 
faction  of  knowing  that  I  tried  to  imp"ove 
my  time  in  the  study  of  history,  even  if  I 
have  wasted  it  in  the  study  of  things  less 
important. 

What  I  have  gained  by  study¬ 
ing  History. 

The  knowledge  of  historic  facts  which  I 
have  gained  is  only  a  part  of  the  results 
of  the  years  study. 


The  “  Study  ”  has  helped  me  to  derive 
principles  from  facts,  the  extracts  have 
helped  me  to  give  a  narrative,  but  the  sum¬ 
mary  has  failed  in  a  great  measure  of.  its 
object,  namely,  to  fix  names  and  dates  in 
my  mind. 

The  reports  and  composition  work 
given  in  connection  with  our  other  work 
has  been  very  beneficial,  giving  a  more 
specific  knowledge  of  a  subject. 

Studying  Egyptian,  Chaldean,  and  Ro¬ 
man  history  has  made  Bible  history  more 
plain  to  me. 

The  strong  influence  of  religion  upon 
the  life  and  education  of  the  people  has 
taught  the  necessity  of  a  pure  religion. 

A  knowledge  of  the  history  of  the  Eu¬ 
ropean  nations  has  enabled  me  to  under¬ 
stand  their  present  condition  more  clearly. 

It  will  be  very  doubtful  if  I  can  tell  the 
date  of  the  invention  of  the  printing  press 
when  I  return  to  school  next  fall ;  on  the 
other  hand,  if  I  am  asked  about  Joan  of 
Arc,  or  the  Teutons,  I  could  do  much 
better. 

In  studying  history,  I  have  seen  how 
nations  have  risen  under  one  man,  then 
when  he  was  gone  they  have  fallen.  That 
the  men  who  are  at  the  head  of  the  people 
are  not  of  the  best  always. 

Now  the  people  have  more  to  say  in  re¬ 
gard  to  the  government  than  they  used  to. 
It  is  not  a  good  government  where  the 
people  are  not  allowed  to  vote  and  hold 
office. 

I  have  learned  more  of  the  historical  au- 
thoritie  ,  buildings  and  works.  That  the 
names  of  great  men  are  never  forgotten. 
That  the  people  have  more  respect  for 
each  other  and  do  not  have  slaves.  That 
such  great  and  expensive  buildings  are  not 
being  built  as  there  was  four  or  five  hun¬ 
dred  years  ago  for  the  kings  and  queens. 
I  That  more  attention  is  paid  to  education 


HISTORY. 


33 


and  improvements  towards  inventions. 
That  the  military  system  has  been  im¬ 
proved. 

What  I  have  learned  from  one 
year’s  study  of  General  History. 

[  The  student  who  wrote  the  following 
made  himself  known  to  me  at  my  request. 
He  assured  me  that ,  so  far  as  he  knew , 
his  comparison  of  the  world's  progress  to 
the  growth  of  a  life  was  original  with 
him.  H-  D'  Foster.'] 

Before  I  studied  history  the  past  was 
almost  a  mass  of  darkness  to  me.  What 
knowledge  I  had  of  it  was  due  to  the  Old 
Testament  and  the  lives  of  a  few  men, 
such  as  Alexander,  Columbus,  and  Na¬ 
poleon. 

That  my  knowledge  of  facts  in  history 
has  developed  a  great  deal  under  the  train¬ 
ing  I  have  received  this  past  year,  there  is 
no  doubt  in  my  mind.  Whether  I  could 
have  developed  any  more  under  a  different 
system  of  studying,  is  impossible  for  me 
to  say,  but  1  know  that  I  have  the  general 
facts  of  the  world’s  progress  so  fixed  in 
my  mind  that  it  seems  that  I  shall  nevei 
forget  them. 

The  following  facts  are  derived  from  the 
year’s  work : 

i  —The  world’s  progress  has  been  like 
the  growth  of  a  life. 

a.  Early  history  of  Egypt,  Assyria 
and  Babylonia  represent  Infancy,  time  of 
no  will  power. 

b.  Early  history  of  Greek  and  Ro¬ 
mans  represent  Simplicity  of  thought  and 
habits. 

c.  The  West  influenced  by  the  East 
represent  Going  astray  of  thought  and 
truth. 

d.  Growth  of  church,  state,  and  pow¬ 
er  of  emperor  represent  Self  confidence. 

e.  Periods  of  crusades  and  following 
century  represent  Dissipation  of  habits 
and  morals. 


f.  Fifteenth  and  sixteenth  centuries 
represent  Repentance. 

g.  Seventeenth  and  eighteenth  cen¬ 
turies  represent  Growth  in  wisdom  with 
many  downfalls. 

h.  Nineteenth  century  represents 
Prime  of  life. 

2.  — The  great  nations  of  the  world  are 
now  enjoying  peace  and  prosperity,  which 
have  been  bought  by  severe  lessons  paid 
for  in  blood. 

3. — That  in  all  ages  men  have  desired  a 
God. 

4.  — That  the  Christian  religion  has  done 
more  toward  advancing  civilization  than 
any  other  one  thing. 

5. — That  there  has  been  more  wars  over 
religion  than  any  other  thing. 

6.  — That  in  social  life  there  has  been  a 
gradual  growth  of  artificiality. 

7.  — That  literature  has  been  the  greatest 
agent  in  establishing  free  thought. 

The  benefit  I  have  received  from 
the  study  of  “General  History.” 

I  know  more  about  the  history  of  the 
world  than  I  ever  did  before.  When  1 
hear  some  great  event  referred  to  I  know 
with  what  nation  to  connect  it,  and  in 
what  century  to  place  it.  I  have  some  idea 
of  the  progress  of  the  different  nations  in 
liter  ture,  art,  and  science. 

1  know  something  of  the  character  and 
life  of  a  great  many  of  the  prominent  men 
in  the  histories  of  the  different  peoples 
about  which  we  have  studied ;  also  of  the 
motives  that  prompted  them  in  doing  cer¬ 
tain  things. 

I  know  something  of  the  origin  of  the 
arts  and  sciences,  and  can  watch  their  pro¬ 
gress  as  they  have  developed. 

From  the.  manner  in  which  the  recita¬ 
tions  have  been  conducted  I  have  learned 
to  draw  correct  conclusions  from  a  lot  of 
disconnected  statements  and  to  put  them 


34 


HISTORY. 


in  a  form  of  a  narative  in  my  own  mind  at 
least.  I  have  made  considerable  progress 
in  making  the  ideas  in  my  own  mind  clear 
to  the  minds  of  others  by  means  of  good 
English  sentences. 

I  have  learned  to  compare  the  policy  of 
one  government  with  that  of  another  and 
see  wherein  they  have  failed  or  been  suc¬ 
cessful,  also  the  reason  why. 

This  last  will  be  of  great  use  to  me  if  I 
am  ever  to  bring  any  influence  to  bear  on 
the  policy  of  my  own  government. 

I  also  know  how'  to  use  books  of  refer¬ 
ence  to  much  greater  advantage  than  I  did 
previous  to  my  study  of  general  history. 

From  State  Normal  School,  Os¬ 
wego,  N.  Y.,  E.  A.  Sheldon, 

Prin. 

Caroline  L.  G.  Scales,  Teacher  of 
History ,  Normal  School ,  Oswego,  N.  Y. : 
To  show  you  what  the  pupils  think  of  it, 
I  subjoin  two  or  three  specimens  of  their 
criticisms  of  Miss  Sheldon’s  History, 
handed  in  at  my  request  by  a  class  who 
had  been  using  the  book  through  the 
term.  Let  me  say  that  these  criticisms 
were  given  to  me  unsigned,  that  there 
might  be  no  temptation  to  modify  or 
exaggerate  the  real  opinion  of  the  in¬ 
dividual.  {April  14,  1887.) 

I  know  that  this  method  of  working  in 
history  has  greatly  strengthened  my  pow¬ 
ers  of  reason,  judgment,  and  perception, 
and  that  1  have  much  greater  ability  now 
to  draw  conclusions  and  inferences  from 
mere  facts,  pictures,  etc.,  which  before 
contained  nothing  to  me  but  that  repre¬ 
sented  on  their  face.  In  fact  1  seem  to 
see  more  interest  and  benefit  in  very  many 
things,  and  am  constantly  thinking : 
“What  might  we  infer  from  this?”  At 
times  1  have  felt  that  my  knowledge  of 
parts  was  narrow  and  incomplete,  but 
comparing  it  with  my  previous  study  of 


history,  I  find  it  much  broader  than  that  I 
then  received.  Altogether  I  have  greatly 
enjoyed  the  work  in  history,  and  should  I 
ever  teach  it,  it  shall  be  according  to  Miss 
Sheldon’s  method. 

This  book  gives  a  good  general  idea  of 
the  history,  literature,  art,  interests,  and 
material  civilization  of  the  different  Eu¬ 
ropean  and  Oriental  countries,  and  is  not 
simply  an  appeal  to  one’s  memory,  but  to 
his  judgment  and  reason.  Many  people 
think  that  if  one  has  no  previous  knowl¬ 
edge  of  history  the  study  of  this  book 
would  be  rather  difficult.  Perhaps  this  is 
so,  but  if  one  can  master  this  history  the 
study  of  others  will  be  made  much  more 
simple  and  interesting.  The  only  fault 
that  can  be  found  with  it  is  that  it  is  too 
interesting.  The  subject  is  too  great  to 
be  hurried  over  in  such  a  short  time  as  we 
are  allowed  for  studying  it,  yet  it  may  be 
made  of  inestimable  benefit  to  one,  if 
studied  in  the  right  way.  It  widens  one’s 
knowledge,  as  it  not  only  gives  us  many 
things  about  history,  but  art  and  literature 
are  dwelt  upon,  and  we  may  learn  many 
things  about  them.  Curiosity  is  excited 
by  subjects  that  are  brought  up  in  class, 
and  a  desire  to  know  more  about  them 
sends  us  to  the  silent  lectures  —  the  books. 
It  aids  one  by  helping  him  to  read  care¬ 
fully  and  thoughtfully,  thus  getting  the 
drift  of  a  selection,  even  though  the  mean¬ 
ing  is  often  hidden.  It*  quickens  one’s 
perception,  memory,  powers  of  compari¬ 
son  and  application,  and  helps  him  in 
studying  other  lessons,  for  by  being 
thoughtful  and  careful  in  this  branch  of 
study  it  cultivates  carefulness  in  other 
branches.  The  history  is  excellent  in 
thought,  purpose,  and  execution. 

I  think  the  book  admirably  adapted  to 
normal  work,  as  it  stimulates  independent 


HISTORY. 


35 


thought,  and  teaches  us  to  arrive  at  con¬ 
clusions  for  ourselves.  Although  it  is  said 
not  to  cultivate  the  memory,  still  I  have  a 
much  clearer  idea  of  the  succession  of 
events  than  when  I  memorized  general 
history.  History  has  been  the  most  en¬ 
joyable  subject  I  have  had  in  the  school. 


The  work  in  history  this  term  has  been 
of  the  most  enjoyable  character.  As  I 
had  never  before  made  Ancient  History  a 
study,  of  course  I  have  gained  much  infor¬ 
mation.  I  now  see  how  the  works  of  the 
present  day  are  but  outgrowths  of  seeds 
sown  in  past  centuries.  I  like  Miss  Shel¬ 
don’s  History  very  much,  and  think  hardly 
enough  can  be  said  of  the  superiority  of 
this  work  over  the  dry  text-books  which 
some  use.  Not  only  have  we  studied  the 


battles,  campaigns,  and  constitutional  de¬ 
tails,  but  the  history  of  the  art  and  litera¬ 
ture,  and  in  extracts  can  be  seen  the  gen¬ 
eral  characteristics  of  the  people.  We 
have  not  hurried  over  the  ground  to  any 
great  degree,  or  made  a  special  study  of 
memorizing  dates,  but  can  view  historic 
facts  critically  and  broadly.  This  way  of 
study  requires  use  of  the  reasoning  facul¬ 
ties,  to  gain  correct  answers  to  questions 
asked  from  historical  facts  and  from  the 
extracts  given. 

I  think  my  work  in  history  this  term  has 
helped  me  to  think  and  to  look  farther 
than  at  the  surface  of  things.  I  have  a 
better  idea  of  general  history  and  of  how 
one  great  event  follows  and  grows  out  of 
another  than  I  ever  had  before. 


THE  FOLLOWING  LETTERS  FROM  EXPERIENCED  EDUCATORS 
SHOW  THE  BENEFIT  WHICH  TEACHERS  DERIVE  FROM 
THIS  EXCELLENT  BOOK: 


Byron  Groce,  Teacher  in  Public 
Latin  School ,  Boston ,  Mass. :  I  like  much 
in  Miss  Sheldon’s  History,  and  sympa¬ 
thize  with  its  spirit,  and  believe  it  will  be 
very  helpful  in  teaching  teachers  not  to 
be  slaves  to  the  letter  of  history,  and  in 
teaching  pupils  that  the  history  of  nations 
means  more  than  war  and  changes  of 
boundaries ;  that  it  means  law,  order,  pro¬ 
gress, — in  a  word,  civilization. 

( March  4,  1887.) 

Moses  Merrill,  Prin.  Public  Latin 
School ,  Boston ,  Mass.:  We  have  no  inter¬ 
est  in  the  introduction  of  Sheldon’s  His¬ 
tory  into  the  Latin  school  beyond  the 
privilege  of  using  the  part  relating  to  An¬ 
cient  History.  That  privilege  we  now 
enjoy.  {March  11,  1889.) 


S.  C.  Smith,  Master  in  English 
High  School,  Boston:  I  can  say  I  am  very 
much  pleased  with  it.  I  wish  it  could  be 
introduced  into  our  school,  as  it  has 
“  strong  points  ”  I  have  never  seen  in  any 
other  text-book  on  history.  Any  one  who 
has  had  experience  in  teaching  history  will 
at  once  recognize  familiar  topics  arranged 
in  a  new  and  helpful  manner.  The  book 
possesses  many  excellences  which  readily 
appear  to  the  experienced  eye. 

{May  17,  1886.) 

Wm.  H.  Sylvester ,  Junior  Master, 
English  High  School,  Boston :  Miss  Shel¬ 
don’s  History  is  a  very  interesting  one.  I 
have  had  but  little  opportunity  to  use  it 
with  a  class,  but  I  should  like  so  to  do,  for 
it  would  doubtless  prove  a  stimulating 


36 


HISTORY. 


book.  I  try  to  make  my  history  classes 
interesting  so  that  the  boys  may  get  a  love 
for  historical  reading,  and  I  think  this 
could  be  accomplished  better  with  Miss 
Sheldon’s  book  than  with  the  book  we  now 
use.  At  any  rate,  I  should  like  to  have  a 
chance  to  try  it. 

John  Tetlow,  Prin.  Girls ’  Latin 
School,  Boston:  Miss  Curtis,  the  teacher 
of  Greek  and  Roman  history  in  the  Latin 
school,  is  using  Miss  Sheldon’s  history  for 
reviews.  For  this  purpose  she  finds  the 
book  very  serviceable.  ( June  6,  1887.) 

A.  R.  Curtis,  Teacher  in  Girls' High 
School,  Boston:  I  have  used  the  chapters 
on  Greece  and  Rome  only  in  review 
lessons,  since  it  is  not  one  of  the  author¬ 
ized  books.  But  I  like  these  chapters 
very  much  and  I  should  be  glad  to  have 
the  book  added  to  the  authorized  list. 

Geo.  C.  Mann,  Prin.  W.  Roxbury 
High  School:  We  think  very  highly  of 
Miss  Sheldon’s  History,  and  should  be 
glad  to  have  it  on  our  list  of  authorized 
text  books.  I  am  not  prepared  to  say  that 
we  should  use  it  in  all  our  classes,  but  we 
should  like  an  opportunity  to  give  it  a 
trial.  {March  1,  1888.) 

R.  H.  Perkins,  Supt.  of  Schools , 
Chicopee,  Mass.:  We  have  used  Sheldon’s 
General  History  in  our  High  School  for 
two  years  past,  as  a  reference  book,  and  are 
pleased  to  state  that  we  find  it  a  thorough¬ 
ly  good  book.  The  style  of  the  presenta¬ 
tion  is  clear  and  interesting ;  it  has  many 
sound  and  valuable  features  which  make  it 
a  most  desirable  book  for  High  School 
use.  Its  merits  should  win  for  it  a  large 
adoption  in  the  schools  of  the  country. 
{March  28,  1889.) 

A.  C.  Boy  den,  Prof.  State  Normal 
School ,  Bridgewater,  Mass.:  We  are 
using  Sheldon’s  General  History  as  a  sup¬ 


plemental  y  book  in  our  classes.  It  is  on 
the  right  plan  of  historical  study  and  our 
classes  find  it  very  helpful  in  certain  parts 
of  their  work. 

Some  parts  are  not  so  exhaustively 
dealt  with  as  we  wish  and  hence  we  have 
to  use  it  as  supplementary.  I  am  glad  to 
say  this  word  for  a  book  I  like  so  well. 
{May  13,  1889.) 

W.  W.  Waterman,  Suft.  of  Schools, 
Clinton,  Mass. :  We  have  used  for  some 
time  Sheldon’s  Studies  in  General  His¬ 
tory  as  a  desk  book  in  our  High  School. 
Its  use  has  been  attended  with  excellent 
success  in  awakening  and  promoting  an 
interest  in  the  study,  and  in  leading  the 
pupils  to  think  and  judge  for  themselves. 

I  think  it  is  the  right  kind  of  a  treatise  to  ; 
be  placed  in  the  hands  of  the  pupils  for 
regular  class  use.  {Afril  13,  1889.) 

Mary  E.  Whipple,  Teacher  of  His¬ 
tory  in  Worcester  High  School ,  Mass.  : 
Though  not  using  it  as  a  regular  text-book, 
I  have  frequently  availed  myself  of  single 
lessons.  I  think  I  have  never  failed  to 
elicit  replies  which  showed  logical  think¬ 
ing  and  led  to  correct  conclusions.  The 
questions  produce  freedom  in  thinking 
and  at  the  same  time  direct  and  keep  thd 
thought  in  right  channels.  It  cannot  be 
otherwise  than  a  delight  for  a  teacher  whc 
knows  definitely  what  she  wishes  to  teach 
to  use  Sheldon’s  General  History. 

{April  1,  1889.) 

Chas.  E.  Taylor,  Pres.  Wake  For 
est  Coll.,  N.\C. :  It  is  valuable  as  a  sourc< 
from  which  a  student  can  derive  mateiial 
for  constructive  work.  {May  3, 1889. 

Anna  Miller,  Jeffersonville,  Ind.: 
know  no  better  text-book.  I  have  used  i 
as  a  supplementary  text  for  two  years,  witl 
most  satisfactory  results.  It  improves  witl 
{April  24,  1889. 


use. 


HISTORY. 


37 


Wm.  II.  Beach,  Supt.  of  Schools , 
Madison ,  Wis. :  It  has  been  used  as  a 
table  and  reference  book  by  all  our  teachers 
who  have  the  subject  of  history  in  charge. 
It  is  very  highly  regarded.  Some  pupils 
have  become  so  much  interested  in  it  that 
they  have  procured  copies  for  themselves. 

We  would  not  do  without  the  book,  but 
we  use  it  as  Supplementary  to  our  regular 
text-book.  The  law  of  the  State  govern¬ 
ing  the  change  of  text-books  in  the  schools 


renders  it  somewhat  difficult  to  make 
changes.  So  I  cannot  promise  an  imme¬ 
diate  adoption  of  the  book.  But  we  are 
using  a  number  of  copies  and  shall  prob¬ 
ably  order  more  next  fall  when  the  classes 
begin  the  study  of  general  history. 

{April  22,  1889.) 

Albert  E.  Eg-g-e,  Ph.  D.,  Si.  Olafs 
School ,  Northfield,  Minn. :  A  most  excel¬ 
lent  book ;  I  am  at  present  using  it  as  a 
reference  book.  {April  8,  1889.) 


THE  FOLLOWING  OPINIONS  OF  EMINENT  WRITERS,  PRO¬ 
FESSORS  AND  TEACHERS  OF  HISTORY  WERE  RE¬ 
CEIVED  IMMEDIATELY  AFTER  THE  PUBLI¬ 
CATION  OF  THE  BOOK: 


J.  R.  Seeley,  Regius  Prof,  of  His¬ 
tory,  Cambridge  Univ .,  Eng.:  You  have 
taken  a  decisive  step,  and  I  hope  you  will 
persuade  many  of  your  countrymen  and 
countrywomen  to  follow  you.  Till  this 
step  is  taken,  both  in  historical  writing 
and  historical  teaching,  I  cannot  imagine 
that  history  can  be  anything  more  than 
a  delightful  amusement.  But  I  think  you 
and  those  teachers  who  use  your  book 
will  get  from  it  the  much,  higher  delight 
of  feeling  that  you  have  given  your  pupils 
a  real  guide,  a  new  science. 

{March  11,  1886.) 

Alexander  Johnston,  Prof,  of 
Jurisprudence  and  Political  Economy , 
Princeton  Coll.,  N.  J.:  Give  a  boy  a 
competent  instructor  and  this  text-book, 
and  if  he  does  not  get  more  than  dry  bones 
out  of  history,  it  will  be  because  he  is  not 
fitted  for  such  food.  The  book  is  a  long 
step  in  advance.  {Jan.  4,  1885.) 

Dr.  William  T.  Harris,  Concord, 
Mass.:  I  think  that  it  is  by  far  the  most 
successful  attempt  to  introduce  the  new 
method  of  studying  history  —  the  method 
of  investigation  —  that  I  have  ever  seen. 

[  unhesitatingly  commend  the  book  for  the 
schoolroom. 


Moses  Coit  Tyler,  Prof,  of  Amer¬ 
ican  History ,  Cornell  Univ.:  I  have  ex¬ 
amined  it  with  deep  interest  and  satis¬ 
faction.  I  think  the  idea  is  developed 
with  great  skill  and  tact,  and  that  its 
method  will  prove  a  means  of  giving  new 
life  and  fruitfulness  to  the  study  of  his¬ 
tory.  The  intellectual  training  of  such  a 
method  is  very  great.  {Jan.  27,  1886.) 

Chas.  J.  Little,  Prof,  of  History, 
Syracuse  Univ.:  This  is  a  book  “after 
my  own  heart.”  Its  wide-spread  intro¬ 
duction  into  American  schools  will  begin 
a  new  epoch  in  the  study  of  history. 

{June  12,  1886.) 

Herbert  Tuttle,  Asst.  Prof,  of  His¬ 
tory,  Cornell  Univ.:  The  Seminary  system 
of  instruction  is  one  in  which  I  am  a  firm 
believer,  and  this  book  will  permit  it  to 
be  used  even  with  the  less  advanced 
students.  {Jan.  22,  1886.) 

J.  Esten  Cooke,  Boyce,  Va.,  Mem¬ 
ber  of  the  American  Historical  Associa¬ 
tion:  It  impresses  me  as  a  work  of  very 
great  learning,  and  as  the  result  of  pro¬ 
found  study  embracing  very  large  tracts  of 
thought.  (Jan.  20,  1886.) 


38 


HISTORY. 


Robt.  C.  Winthrop,  Boston ,  Mem- 
l  r  of  the  American  Historical  Associa¬ 
tion  :  Such  books  cannot  fail  to  be  prized 
by  teachers  and  learners.  {Jan.  g,  1886.) 

Ex-Gov.  Alexander  H.  Rice,  Bos¬ 
ton,  Member  of  the  American  Historical 
Association:  It  appears  to  me  the  very 
best  book  for  its  purpose  that  I  have 
ever  seen.  Its  plan  is  original  and  lucid ; 
it  points  out  the  way  for  the  student  to 
accomplish  the  work  proposed  without 
doing  it  for  him,  and  it  leads  on  to  very 
exhaustive  results.  Its  use  will  be  likely 
to  do  away  with  much  of  the  dryness  of 
which  many  pupils  complain  in  the  study 
of  history,  and  to  leave  upon  the  mem¬ 
ory  distinct  and  permanent  impressions. 
{Feb.  19,  1886.) 

E.  O.  Chapman,  State  Supt.  of 
Schools ,  N.J. :  The  student  who  follows 
in  the  path  marked  out  by  Miss  Sheldon 
will  find  abundant  entertainment,  and 
the  historical  outlines  presented  will  be 
so  fixed  in  his  mind  that  he  cannot  for¬ 
get  them  if  he  would.  More  than  this, 
the  book  is  better  calculated  to  inspire  a 
desire  for  further  reading  than  any  other 
text-book  on  history  that  I  have  seen. 
{May  i,  1886.) 

B.  S.  Morgan,  State  Superintendent 
of  Schools ,  W.  Va. :  I  think  this  book 
one  of  the  best  books  of  its  kind  now 
before  the  public.  {May  10,  1886.) 

James  B.  Angell,  Pres,  of  Univ.  of 
Mich.:  The  plan  is  certainly  unique, 
and  must  have  been  wrought  out  of  long 
experience.  You  seem  to  me  to  have 
executed  it  admirably.  {Jan.  22,  1886.) 

W.  F.  Allen,  Prof,  of  History ,  Univ. 
of  Wis. :  It  is  an  intelligent  and  skilful 
aid  in  the  study  of  history  on  the  right 
principle.  ( Jan •  2^»  I^86.) 

John  J.  Tigert,  Instr.  in  History , 

Vanderbilt  Univ. :  Like  most  teachers  of 
history,  I  am  thoroughly  dissatisfied  with 


current  methods  and  results,  and  am 
convinced  that  this  is  a  step  in  the  right 
direction.  {Feb.  1,  1886.) 

Marshall  S.  Snow,  Prof  of  History, 
Washington  Univ.,  St.  Louis,  Mo. :  It 
seems  to  me  that  the  plan  of  the  work 
and  its  execution  are  worthy  of  the  warm¬ 
est  praise.  It  cannot  fail,  I  am  sure,  to 
be  a  stimulating  book,  and  to  suggest  to 
students  the  true  way  of  writing  as  well  as 
of  studying  about  past  events  and  their 
influence  upon  mankind. 

{April  19,  1886.) 

W.  E.  Huntington,  Dean  of  Coll, 
of  Liberal  Arts,  Boston  Univ. :  Its  origi¬ 
nal  plan  of  treatment,  and  the  wide,  fer¬ 
tile  sources  of  information  suggested  b> 
the  lists  of  questions,  must  meet  with 
general  approval.  {April  20,  1886.] 

W.  P.  Atkinson,  Prof  of  History 
Mass.  Institute  of  Technology,  Boston 
It  is  an  encouraging  sign  of  a  wholesome 
revolt  against  the  dull  lesson-learning  o 
“  compendiums  ”  in  favor  of  truer  anc 
better  methods.  I  feel  very  sure  that  i 
will  prove  a  boon  to  all  intelligent  teach 
ers  of  the  subject.  {Jan.  3,  1886. 

J.  B.  Clark,  Chair  of  History,  Smit 
Coll.,  Northampton,  Mass.  :  Its  metho 
seems  to  me  to  be  admirable,  and  th 
execution  is  worthy  of  the  plan. 

Katherine  Coman,  Prof,  of  Histor 
Wellesley  College,  Mass. :  History  coul 
not  be  taught  in  a  lifeless  fashion  fror 
such  a  book.  It  is  suggestive  pf  th 
very  best  methods,  and  should  provoh 
both  teacher  and  student  to  good  work. 
{Jan.  18,  1886.) 

E.  Benj.  Andrews,  Prof  of  Histor 
Brown.  Univ.,  Providence ,  R.I.:  I  ai 
impressed  with  the  author’s  dilige 
attainments.  It  must  prove  an  exc< 
lent  book  for  teachers  who  have  not  til 
time  or  the  books  to  enable  them  to  b 
come  acquainted  with  these  sources 


HISTORY. 


39 


the  original.  I  shall  notice  the  work  to 
the  R.I.  Teachers’  Reading  Circle. 

(Feb.  6,  1886.) 

Henry  Ferguson,  Prof,  of  History , 
Trinity  Coll.,  Hartford ,  Conn. :  I  am 
extremely  well  pleased  with  the  plan  of 
the  book,  and  also  with  its  execution. 
The  passages  from  the  original  authori¬ 
ties  are  happily  selected,  and  will,  I 
think,  tend  to  excite  the  interest  and 
pique  the  curiosity  of  intelligent  boys 
and  girls,  and  so  lead  them  to  investiga¬ 
tion  for  themselves.  (April  17, 1886.) 

Prof.  Henry  M.  Baird,  Univ.  of  the 
City  of  New  York  :  The  only  proper  way 
of  learning .  history  is  by  some  sort  of 
independent  search.  The  most  practi¬ 
cable  and  beneficent  plan  then,  is  to 
compress  the  “  sources  ”  within  the  com¬ 
pass  of  a  single  handy  volume,  which 
can  be  mastered  in  the  course  of  a  few 
months  ;  but  still  to  make  it  a  volume  of 
‘sources.”  It  is  to  supply  such  a  want, 
is  I  understand  it,  that  Professor  Shel- 
lon  has  prepared  these  “  Studies  in  Gen¬ 
eral  History”;  and  I  am  convinced  that 
hey  will  be  found  both  suggestive  to 
eachers  and  stimulating  to  scholars. 

[fan.  23,  1886.) 

Geo.  S.  Morris,  Univ.  of  Michigan , 
Member  of  American  Historical  Associa¬ 
tion  :  In  praise  of  this  method  too  much 
:annot  be  said,  as  it  seems  to  me  ;  since 
ts  necessary  result  is  to  make  of  the 
tudy  of  history,  not  a  mere  work  of  me¬ 
chanical  memorizing,  but  a  true  and 
ictive  culture  of  the  intelligence. 

Jan.  6,  1886.) 

Austin  Scott,  Prof  of  History , 
Rutgers  Coll.,  New  Brunswick ,  N.J. :  I 
cave  used  it,  as  a  reference-book  and  as 

guide-book,  with  advantage.  The  plan 
i  excellent,  the  execution  good. 

April  1 7,  1886.) 

Samuel  M.  Shute,  Prof  of  English 
'. iterature ,  The  Columbian  Univ.,  Wash¬ 


ington,  D.  C. :  I  shall  recommend  its  use 
to  my  class  in  history.  (June  17,  1886.) 

Robert  Ellis  Thompson,  Prof  o) 
History,  Univ.  of  Penn.,  Philadelphia : 
The  general  purpose  of  the  book  must 
commend  it  to  every  teacher  of  this  diffi¬ 
cult  subject.  I  intend  to  urge  my  classes 
in  history  to  procure  it  for  subsidiary  use. 
(April  28,  1886.) 

S.  H.  Gay,  Member  of  American  His¬ 
torical  Association  (joint  author  of  Bry¬ 
ant's  History  of  United  States),  West 
New  Brighton,  Staten  Island,  N.  V.  : 
There  is  ample  room  for  improvement 
in  the  text-books  of  schools,  and  in  none 
so  much  as  in  those  which  profess  to 
teach  history.  Teachers  who  have 
wearied  over  them  will  best  know  how  to 
welcome  a  book  from  which  the  pupil 
will  not  only  gain  knowledge  worth  hav¬ 
ing,  but  will  learn  at  the  same  time  its 
real  value,  and  how  best  to  gain  it. 

G.  E.  H.  Weaver,  Prof  of  History, 
Swarthmore  Coll.,  Pa.  :  I  have  been  very 
much  pleased  with  the  method,  and  the 
whole  make-up  and  appearance  of  the 
work.  It  would  be  very  good  for  the 
class  in  general  history  in  the  prepara¬ 
tory  school  here.  (March  20,  1886.) 

Theodore  L.  Seip,  Pres,  of  Muh¬ 
lenberg  Coll.,  Allentown ,  Pa. :  If  this 
book  finds  its  way  into  general  use,  as  it 
deserves,  it  will  revolutionize  the  old 
method  of  teaching  and  learning  history. 

I  take  pleasure  in  commending  it  to  the 
favorable  attention  of  teachers  of  history. 
(May  4,  1886.) 

Paul  F.  Rohrbacher,  Prof,  of  His¬ 
tory,  Western  Univ.  of  Pennsylvania , 
Allegheny  :  I  am  delighted  with  it. 
While  comprehensive  in  its  design,  it  is 
simple  in  style,  interesting  in  its  matter, 
and  sure  to  awaken  a  lively  interest  in 
the  study  of  history.  It  will  not  fail  to 
make  the  student  think,  enable  him  to 


HISTORY. 


40 


compare  events,  and  thus  reach  the  hap¬ 
piest  results.  I  shall  recommend  its 
adoption.  {April  26,  1886.) 

R.  T.  Taylor,  Pres,  of  Beaver  Coll., 
Pa.:  I  think  we  shall  introduce  it  next 
year.  {May  11,  1886.) 

J.  B.  Wolfe,  Pres,  of  Gladeville  Coll., 
Wise  C.  H .,  Va. :  I  have  concluded  to 
adopt  it.  I  think  it  an  excellent  book, 
and  feel  confident  it  will  give  satisfaction. 
{April  24,  1886.) 

J.  E.  Taylor,  Pres,  of  Wake  Forest 
Coll.,  N.  C. :  I  am  much  pleased  with  it, 
and  shall  recommend  it  in  our  catalogue 
for  parallel  reading  in  the  history  course. 
{March  30,  1886.) 

Prof.  E.  S.  Joynes,  South  Carolina 
Coll.,  Columbia :  Beginning  to  look  into 
it,  I  found  it  so  interesting  that  I  have 
continued  to  look  through  it.  Besides 
being  deeply  interesting,  it  is  original, 
unique,  and  of  altogether  exceptional 
value.  {Jan.  7,  1883.) 

Henry  E.  Shepherd,  Prof  of  Eng¬ 
lish,  Coll,  of  Charleston,  S.C.  :  The  gen¬ 
eral  plan  seems  to  me  an  excellent  one, 
especially  the  combination  of  literary 
history  with  the  development  of  civiliza¬ 
tion.  It  ought  to  command  a  wide  suc¬ 
cess,  and  I  trust  it  will.  ( April  19, 1886.) 

George  H.  Howe,  Prin.  of  Talla¬ 
dega  Coll.,  Ala. :  It  is  just  what  I  ex¬ 
pected  to  find,  —  an  admirable  book. 
The  method  is  familiar  to  me,  and  I  am 
very  glad  to  see  it  in  print.  We  shall 
probably  introduce  it.  {March  27, 1886.) 

Charles  Woodward  Hutson, 

Prof,  of  History ,  Univ.  of  Mississippi , 
Oxford  :  I  feel  sure  that  it  will  prove  of 
great  value.  I  am  going  to  try  it  with  my 
class  in  history.  ( Jan.  5,  1886.) 

Virginia  D.  Farmer,  Teacher  of 
History  in  M.  F.  Coll.,  Mansfield,  La. : 
I  commend  it  highly.  {May  6,  1886.) 


F.  D.  Shaver,  Prof,  of  History , 
Bishop  Coll.,  Marshall ,  Tex. :  I  have 
been  surprised  and  delighted.  It  makes 
it  possible  for  schools  with  limited  li¬ 
brary  privileges,  to  do  work  in  historical 
studies  in  the  spirit  and  method  of  our 
best  equipped  institutions.  It  furnishes 
material  without  which  no  proper  teach¬ 
ing  of  history  is  possible,  but  which, 
hitherto,  has  been  found  only  in  the 
larger  libraries.  I  shall  have  no  hesita¬ 
tion  in  adopting  it  for  the  work  next 
year.  {April  20,  1886.) 

L.  A.  Johnson,  Pres,  pro  tem.,  Trin¬ 
ity  Univ.,  Tehuacana ,  Tex.  :  It  will  be 
introduced  into  our  preparatory  schoo 
next  term.  {June  iS,  1886/ 

Arthur  Yager,  Prof,  of  History 
Georgetown  Coll.,  Ay.  :  I  like  it  so  mucl 
that  I  write  this  note  to  ask  that  yoi 
will  immediately  inform  me  at  whatprio 
you  propose  to  furnish  it  to  college  stu 
dents.  {Jan.  22,  1886. 

Allan  Curr,  Prof,  of  Hi sto?y,  Daugh 
ters  Coll.,  Harrodsbu?g ,  Ky . :  I  conside| 
it  not  only  admirably  adapted  to  its  de 
signed  purpose,  but  also  the  best  book  o 
the  kind  I  have  seen.  I  hope  now  U 
make  such  arrangements  as  may  resu' 
in  its  use  next  session. 

{April  19,  1886.) 

Hunter  Nicholson,  Univ.  of  Ter 

nessee,  Knoxville:  I  hope  to  see  th 
book  introduced  in  this  university,  am 
shall  welcome  every  opportunity  for  com 
mending  it  to  good  teachers. 

{April  1,  1886.) 

Since  writing  you  I  have  gone  care 
fully  through  the  book  with  a  view  t 
using  it  at  a  normal  institute  this  sun 
mer.  This  re-examination  has  cor 
firmed  my  previous  good  opinion. 
{June  13,  1886.) 

I.  W.  Andrews,  Prof,  of  Politicc 
Philosophy ,  Marietta  Coll.,  Ohio:  It 


HISTORY. 


41 


clear  that  the  author  is  familiar  with  the 
ground  traversed,  which  is  saying  a  great 
deal.  I  find  the  statements  historically 
correct,  and  do  not  doubt  that  the  work 
has  been  very  carefully  done. 

(Jan.  25,  1886.) 

Geo.  W.  Knight,  Prof,  of  History , 
Ohio  State  Univ.,  Columbus  :  I  am  thor¬ 
oughly  pleased  with  the  plan  upon  which 
it  is  constructed,  and  I  believe  the  author 
has  carried  out  that  plan  successfully. 
The  essential  facts  upon  which  to  build 
history  are  there.  ( Jan.  20,  1885.) 

L.  G.  Adkinson,  Pres,  of  Moores 
Hill  Coll.,  Ind .:  I  think  it  solves  the 
problem  of  how  to  teach  history.  We 
shall  use  it  in  our  work  next  year. 

(May  1,  1886.) 

J.  D.  Crawford,  Prof,  of  History , 
Univ.  of  Illinois :  This  work  seems 
adapted  to  make  students  of  history , 
whose  investigations  will  be  only  begun 
and  directed  when  this  book  is  finished, 
whose  tastes  will  be  so  formed  that  more 
and  yet  more  reading  must  follow. 

(Jan.  21,  1886.) 

Sue  M.  D.  Fry,  Prof,  of  History , 
Wesleyan  Univ.,  Bloomington ,  III.  :  I  am 
very  much  pleased  with  it,  and  intend  to 
introduce  it  into  the  Illinois  Wesleyan 
University  next  year.  (June  21,  1886.) 

S.  W.  Parr,  Prof,  of  History ,  Illinois 
Coll.,  Jacksonville,  III.  :  I  shall  use  it  in 
my  class  next  year.  (April  30,  1886.) 

W.  H.  Fischer,  Prof,  of  History, 
Wheaton  Coll.,  III.  :  I  will  introduce  the 
book  as  soon  as  our  course  shall  be 
enlarged  to  give  a  little  more  time. 

(April  24,  1886.) 

C.  E.  Welbur,  Prof  of  History  and 
English  Language,  Adrian  Coll.,  Mich.  : 
I  am  confident  that  it  is  the  most  effec¬ 
tive  way  of  studying  history,  especially 
by  students  of  some  maturity. 

( March  1,  1886.) 


O.  E.  Hagen,  Prof,  of  History,  Gales - 
ville  Univ .,  Wis. ;  Nothing  can  be  more 
natural  and  vivid.  The  work  ought  to 
meet  a  very  warm  reception. 

(March  30,  1886.) 

James  H.  Canfield,  Prof,  of  His* 
tory,  Univ.  of  Kansas  :  There  can  be  no 
question  that  the  system  is  the  correct 
one  —  the  best  in  every  respect  —  where 
all  the  needed  accessories  can  be  had. 
The  Sheldon  manual  does  much  in  the 
way  of  supplying  these,  and  supplying 
them  ready  for  use.  As  I  said  at  first, 
the  work  seems  to  have  been  very  con¬ 
scientiously  performed ;  and  I  shall  put 
its  merits  to  the  test  of  the  class-room  as 
soon  as  the  next  Freshman  class  enter 
upon  their  duties.  (Jan*  3°»  1886.) 

Jas.  T.  Anderson,  Prof,  of  History , 
Central  Coll.,  Fayette ,  Mo.  :  I  indorse  its 
plan  most  heartily,  and  would  most  cer¬ 
tainly  use  it,  if  I  had  a  class  in  general 
history.  (June  19,  1886.) 

W.  C.  Gadbey,  Pres.  Morrisville, 
Coll.,  Mo.  :  It  is  correct  in  design,  novel 
in  execution,  and  as  a  class-book  will  be 
found  to  be  superior.  (March  20, 1886.) 

G.  P.  Macklin,  Pres.  Avalon  Coll., 
Mo.  :  We  have  adopted  it  as  our  text.  I 
am  convinced  that  it  will  greatly  aid  in 
the  teaching  of  history.  (April  20,  1886.) 

J.  M.  Chaney,  Pres,  of  Kansas  City 
Ladies'  Coll.,  Independence,  Mo. :  It  is 
our  purpose  to  use  it  as  a  text-book  the 
coming  session.  (June  17,  1886.) 

Ella  A.  Thomson,  Prof,  of  History, 
M.  E.  Coll,  of  Neb.,  York :  I  regard  It  as 
a  superior  work.  I  intend  to  use  it  in 
my  classes  next  year. 

L.  S.  Cornell,  Supt.  of  Public  Instruc¬ 
tion,  Denver,  Col. :  I  am  well  pleased 
with  the  method  of  presenting  the  sub¬ 
ject,  as  well  as  the  clear  and  comprehen* 


42 


HISTORY. 


sive  analysis  of  so  much  history  in  such 
a  small  volume.  It  will  certainly  be  a 
popular  book.  (June  19,  1886.) 

E.  Wicker,  Prof,  of  History,  Colorado 
Coll.  :  I  have  been  using  it  for  supple¬ 
mentary  work  in  my  class,  with  good 
results.  The  history  is  well  arranged, 
and  is  calculated  to  produce  an  eager 
research  on  the  part  of  the  pupil.  I 
hope  to  be  able  to  introduce  it  as  a  text¬ 
book.  (April  20,  1886.) 

Joseph  B.  Toronto,  Prof,  of  His¬ 
tory,  Univ .  of  Deseret,  Salt  Lake  City  : 
I  have  adopted  it  without  hesitation  for 
use  in  my  classes  the  coming  year. 

( June  11,  1886.) 

J.  R.  Herrick,  Pres.  Univ.  of  Dakota  : 
It  is  my  purpose  to  have  it  introduced 
into  the  University  of  Dakota. 

(April  20,  1886.) 

Mrs.  E.  C.  Norton,  Teacher  of  His¬ 
tory,  Yankton  Coll.,  Dak.  :  I  should  like 
to  see  it  tried  in  our  classes. 

(April  24,  1886.) 

Bernard  Moses,  Prof,  of  History , 
Univ.  of  California ,  Berkeley :  I  can 
heartily  commend  it.  (Feb.  16,  1886.) 

C.  A.  Leonard,  Prof,  of  History,  Cen¬ 
tral  Univ.,  Richmond,  Ky. :  I  am  secur¬ 
ing  the  very  best  results  with  the  book 
—  far  better  than  my  most  sanguine 
hopes  ever  led  me  to  expect.  I  exam¬ 
ined  the  class  to-day  on  the  work  gone 
over,  and  found  them  quite  ready  in 
their  answers,  and,  above  all,  possessing 
a  good,  correct  understanding  of  the 
subject-matter.  I  am  glad  such  a  book 
has  been  written.  It  is  destined  to  revo¬ 
lutionize  the  study  of  general  history  and 
make  pupils  think  for  themselves. 

P.S.  —  Nothing  could  be  better.  You 
may  use  my  name  in  unqualified  com¬ 
mendation  of  the  book.  (Jan.  15, 1886.) 

E.  J.  Colcord,  Teacher  of  History , 
Vermont  Academy ,  Saxton's  River,  Vt.: 


It  is  the  only  book  that  I  know  of  claim¬ 
ing  to  be  a  text-book  on  general  history 
which  I  feel  quite  ready  to  place  in  the 
hands  of  a  class  without  qualification. 
I  fully  expect  to  find  it  a  most  useful 
auxiliary.  (Jan.  15,  1886.) 

Jane  E.  Leonard,  Teacher  of  His¬ 
tory,  State  Normal  School,  Indiana,  Pa.  : 
I  have  used  it  in  my  class  since  the  first 
pages  came  from  the  press,  and  I  never 
used  a  book  in  my  life  which  so  fully  met 
my  idea  of  what  a  text-book  should  be. 
(Feb.  2,  1886.) 

Clara  Conway,  Prin.  Clara  Con¬ 
way  Inst.,  Memphis,  Tenn.  :  It  is  unques¬ 
tionably  superior  to  any  text-book  of 
which  I  know.  In  the  hands  of  the 
skilful  teacher  it  will  be  a  tremendous 
power ;  in  the  hands  of  the  unskilled,  it 
must  be  the  best  helper  among  historical 
books  towards  knowledge,  discipline, 
mental  strength,  and  culture. 

(Jan.  9,  1886.) 

Jennie  I.  Ware,  Teacher  in  charge 
of  History,  Worcester  High  School,  Mass. : 
To  me,  its  advantages  over  other  general 
histories  consist  in  the  selection  of  the 
most  helpful  illustrations,  the  translations 
given  from  original  sources,  and  the 
questions  in  the  “  studies,"  capable  of 
producing  some  individual  thought  in 
the  pupil.  (Jan.  8,  1886.) 

Mary  E.  Whipple,  Teacher  of  His¬ 
tory  in  the  Worcester  High  School,  Mass.  : 
The  questions  are  just  the  ones  to  pro¬ 
duce  thought  in  the  mind  of  the  pupil,  and 
are  so  definitely  and  clearly  stated  as  to 
receive  the  desired  answers.  I  have  not 
the  least  doubt  as  to  the  practical  work¬ 
ing  of  the  book,  and  should  heartily 
commend  its  use  in  high  schools  and 
academies.  (Dec.  15,  1885.) 

Helen  M.  Parkhurst,  Teacher  of 
History ,  Worcester  High  School .  Mass.  : 
The  questions  necessitate  thought  and 
reasoning  on  the  part  of  the  pupil,  and 


HISTORY. 


43 


are  admirably  fitted  to  effect  that  object. 
I  see  no  reason  why  it  should  not  succeed 
perfectly  as  a  regular  text-book.  I  think 
the  work  cannot  be  too  highly  com¬ 
mended.  {Dec.  15, 1885.) 

Mary  A.  Brig-ham,  Brooklyn  Heights 
Seminary  :  I  consider  it  the  most  valua- 
Dle  history  that  I  have  ever  used.  It  will 
je  made  one  of  the  regular  text-books 
:>f  the  school.  (June  16,  1886.) 

Harriet  J.  Brown,  Teacher  of  His- 
lory ,  The  Misses  Masters'  School ,  Dobbs 
Ferry ,  N.  Y. :  The  dullest  girls  in  the 
:lass  are  waking  up.  The  brightest 
jirls  are  proud  beyond  measure  because 
;very  lesson  seems  to  be  an  achievement 
■)f  their  own.  They  have  made  discover- 
es.  The  result,  so  far  as  I  am  concerned, 
s,  that  I  never  before  felt  so  much 
;nthusiasm  in  teaching  history,  although 
have  always  been  fond  of  the  subject. 
Oct.  1,  1885.) 

G.  H.  Davis,  Bayshore ,  L.I. :  I  find  it 
rue  that  the  book  is  a  carefully  chosen 
listorical  library.  The  pupils  delight  in 
tudying  it.  (Feb.  13,  1886.) 

Miss  C.  Rounds,  Private  School , 
Brooklyn,  N.  Y.  :  I  like  the  history  very 
mch,  and  my  pupils  are  enthusiastic 
bout  it.  (June  16,  1886.) 

Jas.  MacAlister,  Supt.  of  Schools , 
Viiladelphia ,  Pa. :  It  invites  attention 
om  every  school  that  is  desirous  of 
laking  history  a  study  of  living  interest, 
means  of  liberal  culture,  and  a  disci- 
line  for  the  mind,  which  no  other  subject 
ossesses  in  a  larger  degree.  It  will 
e  found  especially  valuable  in  normal 
diools.  (May  6,  1886.) 

Henry  A.  Wise,  Supt.  of  Public 
istruction ,  Baltimore  :  I  consider  it  an 
ccellent  historical  manual.  Its  method 
based  on  correct  principles. 

April  20,  1886.) 


A.  J.  Clark,  Supt.  of  Schools ,  San 
Francisco ,  Cal.  :  I  have  closely  examined 
the  work,  and  consider  it  the  best  that  I 
have  seen.  (April  24,  1886.) 

H.  S.  Tarbell,  Supt.  of  Schools,  Prov¬ 
idence,  R.I.  :  I  find  it  to  be  a  remarkably 
original,  able,  and  suggestive  book.  It 
cannot  fail  to  have  great  influence  for 
good.  (May  10,  1886.) 

Geo.  A.  Littlefield,  Supt.  of  Public 
Schools ,  Newport ,  R.I.  :  It  is  a  work 
which  meets  a  great  want,  and  which  is 
evidently  destined  to  a  prosperous  career. 
(June  5,  1886.) 

J.  M.  B.  Sill,  Supt.  of  Schools,  Detroit, 
Mich. :  I  have  looked  it  over  sufficiently 
to  become  deeply  interested  in  it.  The 
plan  is  admirable,  a  decided  improve¬ 
ment  on  the  usual  text-book  in  this 
branch  of  study.  (April  19,  1886.) 

S.  T.  Dutton,  Supt.  of  Schools ,  New 
Haven ,  Conn.:  It  suggests  not  only  the 
right  matter ,  but  the  proper  method  also. 
(Jan.  28,  1886.) 

Henry  F.  Harrington,  Supt.  of 

Public  Schools ,  New  Bedford,  Mass.:  I 
do  not  believe  that  a  schoolbook  has 
been  published  for  many  years  possess¬ 
ing  the  remarkable  merit  which  charac¬ 
terizes  Sheldon’s  General  History.  Its 
method  and  arrangement  are  singularly 
original,  and  are  as  admirable  as  they  are 
fresh  and  unique.  And  they  derive  their 
chief  value  from  the  evidence  of  an 
adequate  scholarship  doing  its  work 
with  consummate  sagacity  and  discrim¬ 
ination.  No  teacher,  no  student,  who 
would  appreciate  the  advantage  to  be 
derived  from  a  singularly  efficient  helper 
towards  a  true  understanding  of  the  facts 
and  philosophy  of  history,  can  afford  to 
be  without  the  book  in  question. 

(June  18,  1886.) 

Wm.  Connell,  Supt.  of  Schools,  Fall 
River,  Mass. :  It  presents  the  subject  in 


44 


HISTORY. 


a  new  but  normal  light  to  the  student, 
it  introduces  him  to  the  original  sources 
of  history,  and  from  this  material  he  is 
furnished  with  the  occasions  to  compare, 
to  generalize,  to  differentiate,  to  form 
judgments,  and  to  reach  conclusions  for 
himself.  {June  16,  1886.) 

A.  P.  Stone,  Supt.  of  Schools,  Spring- 
field,  Mass. :  I  regard  it  as  an  excellent 
work.  In  the  revolution  which  is  now 
taking  place  in  teaching  history,  this 
book  will  be  of  great  service  in  the 
schoolroom  and  to  the  general  student 
of  history.  ( June  15,  1886.) 

E.  H.  Davis,  Supt.  of  Schools,  Chelsea, 
Mass.:  It  seems  to  me  that  you  have 
one  of  the  most  attractive,  as  well  as 
useful,  volumes  yet  issued  on  this  im¬ 
portant  subject.  ( April  29,  1886.) 

J.  H.  Davis,  Supt.  of  Schools,  Somer¬ 
ville,  Mass. :  It  cannot  fail  to  promote 
thoughtful  investigation,  and  to  awaken 
and  foster  a  deep  interest  in  the  study  of 
history.  {June  15,  1886.) 

Wm.  E.  Hatch,  Supt.  of  Schools, 
Haverhill,  Mass. :  It  is  built  on  the  right 
plan.  Were  it  in  general  use  in  our 
higher  schools,  I  am  confident  that 
pupils  would  get  more  meat  and  less 

husk.  {April  30,  1886.) 

F.  Kelsey,  Supt.  of  Schools,  Nashua, 
N.H.  :  It  seems  to  me  an  admirable 
work,  and  I  trust  you  will  count  me  as 
one  who  “  takes  kindly  ”  to  this  new  way 
of  studying  history.  {Jan-  2%>  *886.) 

S.  A.  Ellis,  Supt.  of  Schools,  Roch¬ 
ester,  N.  V. :  I  cannot  conceive  how  a 
text-book  on  the  subject  of  history  could 
be  more  original  in  its  plan,  or  more 
admirable  in  its  execution.  If  I  am  not 
mistaken,  it  will  go  far  toward  revolution¬ 
izing  our  methods  of  teaching  history. 
{June  16,  1886.) 

Edward.  Smith,  Supt.  of  Schools, 
Syracuse ,  N.  Y. :  If  any  change  should 


be  made  in  that  subject  in  the  high 
school,  I  should  favor  this  book. 

{April  21,  1886.) 

M.  W.  Scott,  Supt.  of  Schools,  Bing¬ 
hamton,  N.  Y. :  Our  teachers  in  history 
who  have  examined  it  speak  highly  of 
its  merits  as  a  text-book. 

{June  10,  1886.) 

M.  J.  Michael,  Supt.  of  Schools, 
Rome ,  N.  Y. :  Its  plan  of  study  is  ad^ 
mirable,  and  shows  the  work  of  a  master¬ 
mind  in  the  art  of  teaching. 

{June  18,  1886.) 

John  Miller,  Supt.  of  Public  Schools 
Newburgh,  N.  Y.  :  I  hope  we  may  adopi 
it.  {April  29,  1886.) 

A.  W.  Edson,  Supt.  of  Schools,  Jersey 
City  :  You  are  to  be  congratulated  on  the 
publication  of  so  excellent  a  book.  ‘  I 
must  infuse  new  life  into  the  study  o 
history.  {May  4,  1886. 

Wm.  N.  Barringer,  City  Supt 
Newark,  N.J.  :  I  have  examined  it  wit 
care.  I  like  the  plan  very  much.  It  i 
well  adapted  to  aid  the  research  of  th 
pupil.  {June  15,  1886. 

Martin  V.  Bergen,  Supt.  of  School] 
Camden ,  N.J.  :  Should  any  change  L 
made,  I  should  most  certainly  recon 
mend  it.  {June  18,  1886 

L.  O.  Foose,  Supt.  of  Schools,  Ha, 
risburg ,  Pa.:  It  is  fresh,  unique,  an 
suggestive,  and  will  certainly  awake 
interest  on  the  part  of  both  pupil  ar 
teacher.  Jan-  9>  J886 

H.  S.  Jones,  Supt.  of  Schools,  Er> 
Pa.  :  It  is  a  needed  and  valuable  depai 
ure  from  the  usual  text-book  style 
historical  study.  {June  17,  i88(: 

John  Morrow,  Supt.  of  Pub < 
Schools,  Allegheny ,  Pa.  :  I  consider  it  ; 


HISTORY. 


45 


excellent  book,  and  have  no  doubt  of  its 
popularity  wherever  used. 

(June  i8,  1886.) 

D.  S.  Keith,  Supt.  of  Schools,  Altoona , 
Pa. :  I  am  pleased  with  its  arrangement, 
and  think  it  well  adapted  to  the  wants  of 
pupils.  {Jan.  22,  1886.) 

H.  R.  Roth,  Supt.  of^City  Schools , 
Meadville ,  Pa.  :  So  far  as  I  am  concerned, 
it  shall  have  due  attention  when  the  time 
comes  for  the  annual  selection  of  texts. 
{Jan.  11,  1886.) 

R.  M.  Streeter,  Supt.  of  Schools , 
Titusville ,  Pa. :  I  know  of  no  better  text¬ 
book  for  the  subject.  {June  17,  1886.) 

Charles  F.  Foster,  Supt.  of  Schools, 
Chester,  Pa. /  I  regard  it  better  adapted 
to  the  accomplishment  of  the  purpose  for 
which  it  is  designed  in  the  outfit  of  the 
student  than  any  other  book  of  the  kind 
which  I  have  seen.  {June  18,  1886.) 

Superintendent  Public  Schools, 

Norfolk ,  Va. :  It  is  an  admirable  piece 
of  work.  {June  16,  1886.) 

Usher  W.  Cutts,  City  Supt.,  Orange, 
N.J. :  I  thoroughly  like  the  plan  of  the 
book.  It  seems  to  be  the  one  best  cal¬ 
culated  to  make  pupils  real  students  of 
history.  {June  15,  1886.). 

L.  H.  Jones,  Supt.  of  Schools,  Indian¬ 
apolis  :  It  is  an  admirable  book  in  plan 
and  in  execution.  Having  se*en  the  author 
teach  so  successfully  by  this  plan,  I  am 
now  greatly  gratified  to  see  her  work  take 
such  shape  as  to  give  to  teachers  of  this 
subject  the  benefit  of  her  methods. 

{April  20,  1886.) 

Wm.  H.  Wiley,  Supt.  of  Schools, 
Terre  Haute ,  Ind. /  It  is  a  first-class  book. 
{April  29,  1886.) 

Jno.  S.  Irwin,  Supt.  of  Schools,  Fort 
Wayne ,  Ind.  /  Beyond  any  other  we  know  I 


of,  it  furnishes  the  true  basis  for  histori¬ 
cal  study.  {Jan.  19,  1886.) 

E.  A.  Gastman,  Supt.  of  Schools , 
Decatur ,  III.  /  We  are  much  pleased  with 
it.  The  plan  is  novel,  and  ought  to 
awaken  great  interest  on  the  part  of  the 

pupils.  {May  14,  1886.) 

H.  G.  Winslow,  Supt.  of  Schools , 
Racine,  Wis.  /  It  is  certainly  a  very  inter¬ 
esting  and  useful  book,  opening  up,  as 
it  does,  new  methods  and  new  views  in 
the  study  of  history.  {April  19,  1886.) 

J.  M.  Greenwood,  Supt.  of  Instruc¬ 
tion,  Kansas  City ,  Mo. :  It  is  without  a 
peer.  {Jan.  9,  1886.) 

W.  F.  Staton,  Supt.  of  Schools ,  At¬ 
lanta,  Ga.  /  I  have  placed  it  in  the  hands 
of  the  committee  on  text-books  for  ex¬ 
amination  with  reference  to  its  introduc¬ 
tion  into  our  schools.  {April  20,  1886.) 

W.  H.  Baker,  Supt.  of  Schools , 
Savannah,  Ga.  /If  we  make  any  change, 
I  shall  urge  its  introduction  in  our  schools. 
{April  28,  1886.) 

Henry  P.  Archer,  Supt.  of  City  Pub¬ 
lic  Schools,  Charleston,  S.C.:  It  is  emi¬ 
nently  practical,  and  is,  in  my  opinion,  a 
decided  improvement  on  the  text-books 
now  in  use.  {Apr it  26,  1886.) 

Rich.  C.  Meade,  Supt.  of  Schools , 
Atchison ,  Ka7i. :  I  can  say  without  hesi¬ 
tation  that  it  is  the  best  book  of  its  kind 
that  I  have  ever  seen.  {April  21,  i8£6.) 

D.  C.  Tillotson,  Supt.  of  Schools , 
Topeka ,  Kan.  /  To  find  a  text-book  spark¬ 
ling  with  good  things  for  both  pupil  and 
teacher,  and  without  one  “  dry  ”  page, 
makes  the  soul  of  the  teacher  rejoice. 
{April  19,  1886.) 

E.  Stanley,  Supt.  of  City  Schools , 
Lawrence,  Kan. :  I  have  given  it  a  care¬ 
ful  and  critical  examination,  and  am  con- 


4G 


HISTORY. 


zinced  that  it  possesses  many  points  of 
excellence.  {June  17,  1886.) 

W.  S.  Perry,  Supt.  of  Schools ,  Ann 
Arbor ,  Mich. ;  No  such  matter  as  it  con¬ 
tains  is  accessible  to  a  majority  of  teach¬ 
ers  of  history  in  high  schools,  and  to  them 
it  will  be  invaluable,  as  showing  some 
of  the  sources  of  history,  and  as  furnish¬ 
ing  some  of  the  material  from  which  his¬ 
tory  is  made.  ( April  24,  1886,) 

I.  N.  Mitchell,  Supt.  of  Schools,  Grand 
Rapids ,  Mich. :  I  believe  it  to  be  the  best 
working  class-book,  i.e.t  tool ,  of  which  I 
have  any  knowledge.  ( April  22,  1886.) 

S.  G.  Burkhead,  Supt.  of  Schools , 
Saginaw ,  Mich.:  It  is  indeed  unique, 
and  I  believe  would  be  eminently  satis¬ 
factory.  ( April  19,  1886.) 

Henry  J.  Robeson,  Supt.  of  Schools, 
Port  Huron ,  Mich. :  It  is  undoubtedly 
the  best  work  now  in  the  market  for 
high-school  or  academic  pupils. 

{May  13,  1886.) 

Henry  N.  French,  Supt.  of  Schools , 
Kalamazoo ,  Mich. :  I  am  delighted  with 
its  plan  and  scope.  {June  18,  1886.) 

J.  B.  Young,  Supt.  of  Schools,  Daven¬ 

port,  la. :  The  method  of  study  that  it 
suggests  will  not  only  foster  a  taste  for 
reading,  but  lead  to  independent  inves¬ 
tigation.  {April  19,  1886.) 

James  B.  Bruner,  Supt.  of  Public 
Instruction,  Omaha,  Neb. :  It  is,  in  many 
respects,  the  best  text-book  on  the  sub¬ 
ject  that  I  have  ever  examined. 

{June  18,  1886.) 

E.  B.  Neely,  Supt.  of  Public  Schools, 
St.  Joseph,  Mo.:  This  book  ought  to 
inaugurate  a  new  era  in  the  study  of  his¬ 
tory,  and  if  I  am  not  mistaken,  it  will 
prove  to  be  the  most  popular  work  on 
the  subject  that  has  yet  been  published. 
{Jan.  20,  1886.) 


C.  B.  Thomas,  Supt.  of  East  Saginaw 
Public  Schools,  Mich.  .-We  like  it.  Its 
design  and  arrangement  are  unique,  and 
exceedingly  suggestive  to  both  teacher 
and  scholar.  Probably  no  other  text¬ 
book  on  history  is  so  well  fitted  to  invite 
and  facilitate  research,  to  provoke  study 
and  investigation,  as  this.  Had  we  not 
recently  put  another  into  use,  we  would 
give  it  immediate  place  in  our  list  of 
books.  {June  18,  1886.) 

Darius  Steward,  Rochester,  Minn. : 
The  publication  of  Sheldon’s  General 
History  carries  that  department  of  school 
work  a  long  step  in  advance.  Teachers 
and  pupils  of  the  present  will  accept  this 
plan  of  work  with  thanks,  and  those  of 
the  future,  as  a  matter  of  course. 

(July  3,  1886.) 

W.  M.  West,  Supt.  of  City  Schools, 
Faribault ,  Minn. :  I  like  it  very  much. 
It  seems  to  me  that  it  must  aid  in  devel¬ 
oping  the  “historical  imagination,”  in 
forming  better  habits  of  historical  study, 
and  in  giving  pupils  (or  teachers)  truer 
ideas  of  the  sources  from  which  history 
is  made.  I  intend  that  our  schools  shall 
use  it  next  year.  {April  25,  1886.) 

L.  F.  Curtis,  Supt.  of  City  Schools, 
San  Jose,  Cal. :  I  am  very  much  pleased 
with  it.  It  is  certainly  a  marked  step  in 
advance  of  the  old  methods  in  historical 
study,  —  “a  new  departure”  which  will 
be  greatly  appreciated  by  progressive 
teachers  everywhere.  {June  12,  1886.) 

ft 

Kate  W.  T.  Tupper,  City  Superin¬ 
tendent  of  Schools ,  Portland,  Ore. :  It 
gives  me  pleasure  to  express  my  hearty 
commendation  of  it.  It  has  been  on  my 
desk  the  past  six  months  and  under 
daily  examination.  I  shall  hope  for  the 
pleasure  of  using  it  in  class  some  time  in 
the  future,  for  I  believe  that  the  “  histori¬ 
cal  sense”  can  be  more  satisfactorily 
developed  by  its  use  than  by  the  use  of 
any  other  school  text  I  have  ever  seen. 
{June  22,  1886.) 


HISTORY. 


47 


H.  R.  Roth,  Supt.  of  City  Schools , 
Meadville ,  Pa. :  The  Manual  makes 
your  work  on  this  subject  the  most  de¬ 
sirable  and  complete  I  know. 

(June  22,  1886.) 

A.  H.  Campbell,  Prin.  State  Normal 
School,  Johnson,  Vt.:  I  find  it  a  unique 
book.  It  gives  an  insight  into  the  mak¬ 
ing  of  history  as  no  other  book  of  my 
acquaintance  does.  (March  17,  1886.) 

A.  C.  Boyden,  State  Normal  School, 
Bridgewater,  Mass. :  Anything  that  will 
drive  the  students  away  from  the  old 
memoriter  form  of  history  study  is  to  be 
welcomed  by  teachers.  I  think  this  a  step 
in  the  right  direction.  (June  14,  1886.) 

Miss  T.  W.  Lewis,  Teacher  of  His¬ 
tory,  State  Normal  School,  Providence , 
R.I.  :  I  have  examined  it  carefully,  and 
it  gives  me  pleasure  to  say  that  I  think 
it  promises  better  than  anything  else  I 
have  seen.  Its  plan  is  unique ;  yet  it  is 
wholly  in  accordance  with  the  most  ra¬ 
tional  methods  of  teaching. 

It  is  adapted  to  stimulate  thought  to  a 
wonderful  degree,  and  to  change  the  dry 
memorizing  of  details,  so  common  in  our 
secondary  schools,  into  a  broad  philo¬ 
sophical  consideration  of  causes  and  re¬ 
sults,  and  of  the  onward  march  of  civili¬ 
zations.  I  can  desire  nothing  better  for 
our  high  schools,  academies,  and  normal 
schools,  than  a  general  adoption  of  this 
book  and  a  supply  of  teachers  who  can 
use  it  intelligently.  I  shall  give  it  a  trial 
in  the  class-room  in  September. 

(July  10,  1886.) 

Samuel  J.  Sornberg*er,  State  Nor¬ 
mal  School,  Cortland ,  N.  Y.  :  I  have  been 
using  it  as  supplementary  to  other  matter 
in  class-room  work,  and  I  find  it  of  great 
va^ue*  (April  27,  1886.) 

Miss  S.  M.  Efner,  Teacher  of  His¬ 
tory,  State  Normal  School ,  Brockport, 
N.Y.:  The  plan  is  original  and  practical. 
(April  26,  1886.) 


D.  C.  Murphy,  Teacher  of  Historical 
Science,  Central  State  Normal  School, 
Lock  Haven ,  Pa. ;  I  find  it  excellent  and 
well  adapted  to  class-work. 

(April  19,  1886.) 

J.  A.  Cox,  Prin.  of  State  Normal 
School ,  West  Liberty,  W.  Va. ;  I  have  no 
hesitancy  in  recommending  it  to  all 
schools  wishing  an  excellent  text-book 
on  general  history.  (April  19,  1886.) 

E.  E.  Smith,  Prin.  of  State  Normal 
School,  Fayetteville,  N.C.:  It  is  new, 
practical,  and  inspiring.  I  hope  to  have 
it  adopted  for  classes  in  our  school. 
(April  20,  1886.) 

J.  Ross  Lee,  Prof,  of  General  His¬ 
tory,  Normal  University ,  Ada,  Ohio : 

I  am  convinced  that  it  possesses  many 
points  of  superiority.  I  anticipate  its 
general  introduction  as  a  text-book. 

(June  17,  1886.) 

Robt.  M.  Lusher,  Prin.  of  the  late 
Peabody  Normal  Seminary ,  New  Orleans, 
La.:  I  am  satisfied  that  all  teachers  of 
history  will  be  delighted  with  it. 

(April  24,  1886.) 

J.  T.  McCleary,  Teacher  of  History, 
State  Normal  School,  Mankato,  Minn.  : 
The  book  marks  an  era  in  the  method 
of  historical  study  in  schools. 

(April  22,  1886.) 

The  more  I  examine  the  studies,  the 
more  I  am  impressed  with  the  spirit  of 
investigation  which  the  studies  almost 
impose  upon  the  student.  The  classes 
which  use  the  book  as  it  is  intended  to 
be  used,  will  be  able  to  “  weigh  and  con¬ 
sider”  historical  evidence. 

(June  24,  1886.) 

C.  W.  G,  Hyde,  Instructor  in  History , 
State  Normal  School,  St.  Cloud,  Minn. : 

I  hail  it  as  a  most  valuable  aid  in -lifting 
history  above  the  position  of  a  mere 
memory  study.  It  compels  tnought ;  and 


48 


Hr  STORY. 


if  there  be  such  a  thing  as  a  science  of 
history,  the  earnest  student  cannot  do 
otherwise  than  extract  it  from  these 
“  Studies r  ( April  24,  1886.) 

J.  H.  Miller,  Campbell  Normal  Univ., 
Holton ,  Kan. :  I  have  seen  no  general 
history  with  so  many  good  qualities.  Its 
character  is  elevating;  its  order,  natural. 

I  consider  it  the  best  work  of  the  kind 
published.  {May  30,  1886.) 

S.  L.  Maxson,  Prin.  of  Albion  Acad¬ 
emy  and  Normal  Institute ,  lAis.:  I  have 
examined  it  carefully,  and  am  satisfied 
that  it  excels  anything  in  that  line  of 
study  I  ever  met  with.  We  have  given 
it  a  regular  place  in  our  list  of  studies, 
and  shall  try  to  make  it  a  popular  study, 
as  it  deserves.  ( Jwie  12,  1886.) 

Wm.  Stryker,  Teacher  of  History 
in  Kansas  Normal  Coll.,  Fort  Scott, 
Kan.:  I  find  that  it  contains  the  most 
matter  in  the  smallest  space,  and  ar¬ 
ranged  in  the  best  manner  of  any  history 
I  have  ever  seen.  (Jan»  2I>  1886.) 

Nellie  G.  True,  Teacher  of  History , 
Waterville  High  School ,  Me. :  During 
the  past  quarter,  I  have  used  it  for  sup¬ 
plementary  work  in  my  classes  with  very 
profitable  results.  It  is  the  most  helpful 
and  original  general  history  I  have  ever 
seen.  {April  26,  1886.) 

M.  H.  Purrington,  Prin.  of  Kenne- 
bunk  High  School,  Me.:  I  have  never 
seen  a  work  on  general  history  so  well 
adapted  to  give  a  rational  comprehen¬ 
sion  of  the  events  and  circumstances 
which  make  up  history.  The  historic 
process  is  so  vivid  and  entertaining  that 
the  work  cannot  fail  to  please  as  well  as 
instruct.  Nothing  would  give  me  greater 
pleasure  than  to  adopt  it  in  my  school. 
{April  19,  1886.) 

S.  W.  Landon,  Prin.  of  Burlington 
High  School,  Vt, :  The  constant  use  of  it 


for  some  time  as  a  reference  book  con¬ 
vinces  me  that  it  is  one  of  the  best  helps 
to  the  study  of  history  ever  offered  our 
schools.  It  is  admirably  designed  to 
stimulate  the  pupil  to  work  outside  of 
the  text-book,  and  with  remarkable  wis¬ 
dom  it  directs  him  where  to  work. 

(May  8,  1886.) 

S.  C.  Smith,  Master  in  English  High 
School,  Boston :  I  can  say  I  am  very 
much  pleased  with  it.  I  wish  it  could 
be  introduced  into  our  school,  as  it  has 
“  strong  points  ”  I  have  never  seen  in 
any  other  text-book  on  history.  Any 
one  who  has  had  experience  in  teaching 
history  will  at  once  recognize  familiar 
topics  arranged  in  a  new  and  helpful 
manner.  The  book  possesses  many 
excellences  which  readily  appear  to  the 
experienced  eye.  (May  17,  1886.) 

C.  P.  Townsend,  Worcester  High 
School,  Mass.:  It  seems  to  me  not  only 
one  of  the  best  text-books  I  have  ever 
seen,  but  also,  from  its  arrangement,  its 
illustrations,  suggestive  quotations  from 
Greek  authors,  and  its  questions,  obliging 
the  student  to  think  for  himself,  an  inter¬ 
esting  and  inspiring  book  of  history  for 
the  general  reader. 

D.  W.  Abercrombie,  Prin .  of  Wor¬ 

cester  Academy  :  Its  method  is  undoubt¬ 
edly  the  correct  method  in  theory,  and 
must  have  great  value  in  practice.  Its 
method  is  so  undeniably  correct  that  it 
shall  have  another  close  inspection  with 
a  view  to  its  introduction  into  the  acad¬ 
emy.  ( June  16,  188,6.) 

W.  W.  Colburn,  Prin .  of  Spring- 
field  High  School,  Mass. :  It  is,  in  my 
opinion,  admirably  arranged  for  a  syste¬ 
matic  and  thorough  study  of  history. 
(June  16,  1886.) 

F.  P.  McGregor,  Prin.  of  Lawrence 
High  School,  Mass.:  It  is,  in  my  judg¬ 
ment,  the  best  work  on  the  subject  now 
published.  (June  17,  1886.) 


HIST  OR  K 


49 


Ray  Greene  Huling,  Prin.  of  New 
Bedford  High  School:  I  regard  the 
method  as  a  great  improvement  on  the 
common  memorizing  of  text-books  upon 
the  subject.  I  like  the  book  and  wish  it 
a  wide  success.  {June  16,  1886.) 

Mary  E.  Austin,  Teacher  of  History, 
mNew  Bedford  High  School ,  Mass.  :  I  have 
j  heard  Mr.  H.  F.  Harrington,  our  super¬ 
intendent,  praise  the  book;  and  from 
only  a  hasty  examination  I  should  judge 
the  book  merited  all  the  praise  it  had 
•Received,  and  much  more.  {July  6, 1886.) 

•  L.  Dame,  Prin .  of  Consolidated  High 
mSchool,  Newburyport ,  Mass.  :  Every  one 
who  is  called  upon  to  teach  this  subject 
.  has  abundant  reason  to  be  extremely 
\  grateful  to  the  author  for  this  contribu¬ 
tion  to  our  list  of  text-books.  It  seems 
to  me  it  must  be  extensively  adopted  in 
high  schools  throughout  the  country. 

( June  17,  1886.) 

A.  J.  George,  Teacher  of  History , 
Brookline  High  School,  Mass.  :  I  am  glad 
to  put  myself  on  record  as  being  in  hearty 
accord  with  both  the  spirit  and  method 
of  Sheldon’s  History.  I  confidently  ex¬ 
pect  that  the  results  of  its  use  will  be  to 
shelve  forever  the  “  drum  and  trumpet  ” 
histories  now  so  common  in  our  schools. 
jj( June  17,  1886.) 

Elizabeth  C.  Shepley,  Providence 
High  School ,  R.I.  :  It  is  by  far  the  most 
enjoyable  school-book  on  history  which 
I  have  ever  seen.  {May  29,  1886.) 

i  Miss  E.  M.  Boy  den,  Teacher  of 
mneient  History ,  High  School,  Brooklyn, 

.•  Miss  Sheldon  has  the  true  secret 
Pf  making  the  subject  of  history  both 
nteresting  and  profitable. 

April  17,  1886.) 

.1  Lucy  M.  Salmon,  Teacher  of  His¬ 
tory,  Free  Academy,  Rochester ,  N.Y.:  I 
hink  it  will  be  of  great  service  in  giving 


new  ideas  in  regard  to  teaching  history. 
{June  25,  1886.) 

Wm.  E.  Mead,  Prin.  of  Troy  High 
School,  N.Y.:  Nothing  with  which  I  am 
acquainted  illustrates  more  clearly  the 
topical  method  than  this  text. 

{March  31,  1886.) 

Emma  E.  Allerton,  Teacher  of  His¬ 
tory,  Poughkeepsie  High  School,  N.  Y.  :  I 
think  the  plan  quite  novel  and  very  phil¬ 
osophical.  Undoubtedly  the  book  can 
be  made  a  success.  I  think  Miss  Shel¬ 
don  has  taken  a  step  far  in  advance  of 
our  ordinary  text-books  of  history. 

{April  20,  1886.) 

Anna  Nicholl,  H a ckettsto wn ,  N.J.  : 

I  like  it  better  than  any  I  have  ever  used 
or  ever  seen ;  I  shall  not  be  satisfied  in 
future  to  use  any  other  text-book.  I  take 
pleasure  in  giving  my  hearty  approval  of 
the  book  in  all  respects.  {June  15, 1886.) 

Miss  E.  R.  Haxton,  Teacher  of  His - 
lory,  High  School,  Meadville ,  Pa. It  is 
a  very  fine  history;  indeed,  by  far  the 
best  of  its  kind  that  I  have  seen,  embody¬ 
ing,  as  it  does,  the  newest  methods  of 
teaching  that  subject.  I  hope  that  I  may 
have  the  pleasure  of  using  it  in  my 
classes.  {Jan*  25,  1886.) 

W.  Howard  Falkner,  Teacher  of 
History ,  Rugby  Academy,  Philadelphia , 
Pa. :  It  is  in  all  respects  an  excellent 
work,  accurate,  concise,  and  admirably 
adapted  for  a  text-book. 

{March  23,  1886.) 

Agnes  Irwin,  Prin.  of  Private  School , 
Philadelphia  I  think  the  plan  admira¬ 
ble,  and  the  book  excellent.  It  will  be 
of  great  use  to  most  teachers,  and  a  help 
to  a^*  {June  16,  1886.) 

A.  J.  Robinson,  Instructor  in  History , 
Baltimore  City  Coll.,  Md. :  I  have  used 
the  book  to  some  extent  in  my  classes 


50 


HI  ST  OR  Y. 


here,  and  find  it  to  be  all  that  is  claimed 
for  it.  The  method  of  treatment  is  better 
than  that  of  any  text-book  in  history  pub¬ 
lished  in  this  country  that  I  have  seen. 

( June  15,  1886.) 

William  F.  Fox,  Prin.  of  Richmond 
High  School ,  Va. :  I  like  the  plan  of  the 
book,  and  think  it  well  calculated  to 
stimulate  study  and  investigation,  and  to 
lead  the  pupils  to  grasp  the  important 
facts  and  to  form  independent  judg¬ 
ments.  (May  3,  1886.) 

Theston  H.  Johnston,  Teacher  of 
History ,  High  School ,  Cleveland ,  O. :  It 
is  suggestive  for  the  pupil  and  helpful  for 
the  instructor,  but  each  must  be  a  stu¬ 
dent  to  gather  all  the  good  which  the 
author  has  made  available. 

(June  19,  1886.) 

Mabel  Cronise,  Teacher  of  History, 
Toledo  High  School,  O. :  It  is  a  very 
valuable  work,  clear,  concise,  and  yet 
with  no  important  subject  omitted. 

(Feb.  9,  1886.) 

C.  F.  Lane,  Prin.  of  Ft.  Wayne  High 
School ,  bid. :  It  seems  to  me  fully  to  sus¬ 
tain  the  promise  of  the  advance  sheets. 
We  shall  start  in  this  study  a  class  of 
about  forty,  some  time  in  April,  or  per¬ 
haps  earlier.  (Jan-  2%>  I886.) 

J.  C.  Black,  Prin.  ofLogansport ,  High 
School ,  Ind.:  Am  well  pleased  with  it. 
It  is  constructed  on  the  right  principle. 

( April  29,  1886,) 

Mrs.  M.  E.  Gettemy,  Prin.  of  High 
School ,  Galesburg ,  III. :  I  believe  that 
this  book  will  do  more  towards  produc¬ 
ing  this  result  than  any  heretofore  placed 
in  the  schoolroom.  It  must  stimulate 
to  thought,  and  that  which  stimulates  to 
thought  must  awaken  interest.  I  look 
for  a  revolution  in  the  method  of  teach¬ 
ing  history.  (May  1,  1886.) 


Cora  W.  Blodgett,  Teacher  of  His¬ 
tory,  St.  Paul  High  School,  Minn. :  I 
have  been  using  it  in  supplementary 
work,  and  am  very  much  pleased  with 
it.  It  carries  out  completely  the  method 
which  I  am  using.  As  suggesting  addi¬ 
tional  lines  of  study  and  of  thought,  it  is 
of  great  value.  I  like  the  questions,  the 
illustrations,  and  the  extracts  especially. 
(April  28,  1886.) 

J.  H.  Lewis,  Prin.  of  Hastings  High 
School,  Minn. :  I  think  that  I  shall  use 
it  next  year.  (June  20,  1886.) 

Mina  B.  Selby,  Teacher  of  History, 
Iowa  City  High  School ,  la. :  It  supplies 
a  need  which  I  have  always  felt  in  teach¬ 
ing  history.  The  illustrations  and  the 
quotations  from  all  important  historical 
documents  are  well  calculated  to  arouse 
interest  and  fix  attention.  (June  22, 1886.) 

Helen  E.  Morton,  Teacher  of  His¬ 
tory,  Tabor  High  School,  la.  :  I  have 
been  using  it  for  some  two  weeks  in  a 
very  small  class  in  “philosophy  of  his¬ 
tory.”  I  am  pleased  with  the  work  done 
and  the  interest  inspired. 

(April  26,  1886.) 

Almira  Hayes,  Teacher  of  History, 
Kansas  City  High  School,  Mo. :  No 
words  of  mine  can  convey  to  you  my 
appreciation  of  it.  It  is  so  unlike  other 
general  histories !  New  life  and  interest 
are  given  to  old  matter.  I  have  been 
educating  myself  in  its  spirit.  I  am  sure 
that  it  must  make  students  of  history, 
and  develop  a  searching  criticism  of  state¬ 
ments,  and  power  to  connect  cause  with 
result,  as  no  history  I  have  seen  can  do. 
(April  2i,  1886.) 

Villa  B.  Shippey,  Teacher  of  His¬ 
tory,  Omaha  High  School,  Neb. :  I  have 
been  using  it  as  a  guide  in  my  work  sinoe 
the  first  pages  were  published.  Miss 
Sheldon  places  history,  as  it  should  be, 
among  the  disciplinary  subjects.  I  hope 


II I  ST  OR  Y 


51 


|  the  time  will  soon  come,  that  we  may 
devote  more  time  to  history,  and  that 
this  book  will  be  in  the  hands  of  the 
pupils.  I  can  heartily  endorse  all  that 
<has  been  said  in  favor  of  the  work. 

{May  17,  1886.) 


!  Belle  Macormic,  Teacher  of  History, 
|  Nebraska  City  High  School :  I  find  it  to 
|  :>e  very  practical.  It  is  the  best  text-book 
)f  history  I  have  seen.  I  hope  to  have 
|«  he  class  use  it  next  year. 

\  [April  19,  1886.) 

!;  Kate  Elliott,  Assist.  Teacher ,  Girls' 
High  School ,  San  Francisco ,  Cal. :  I  re¬ 
gard  it  as  one  of  the  greatest  aids  in  the 
tudy  of  history.  It  is  full  of  suggestion, 
ind  I  cannot  but  feel  that  the  study  car- 
ied  forward  on  the  plan  proposed  in  this 
>ook  will  be  both  profitable  and  pleasant 
j  0  the  pupil.  ( June  22,  1886.) 


JFred  H.  Clark,  Prin.  of  Los  An¬ 
geles  High  School ,  Cal. ;  It  is  one  of 
Lie  most  perfect  guide-books  for  study 
iat  it  has  ever  been  my  fortune  to 
xamine. 


Journal  of  Education,  London , 
Eng. :  Taken  altogether,  these  studies 
suggest  the  contents  of  a  lecturer’s  note¬ 
book,  and,  if  they  are  so,  Miss  Sheldon’s 
lectures  must  have  been  of  first-rate 
quality. 

The  Critic,  New  York :  We  do  not 
know  any  text-book  in  history  designed 
so  skilfully  to  make  the  scholars  think. 

N.  E.  Journal  of  Education :  We 

heartily  commend  this  work  to  teachers, 
school  and  college  officers,  believing  that 
a  careful  examination  of  its  plan  and 
methods  of  teaching  and  studying  gen¬ 
eral  history  will  lead  to  its  adoption. 

New  York  School  Journal:  The 

Student’s  Manual  showed  that  the  au¬ 
thor  knows  the  true  method  of  histori¬ 
cal  teaching  more  thoroughly  than  any 
teacher  who  has  written  on  this  subject 
in  this  country. 

Education,  Boston :  It  is  warmly 
commended  by  critics  as  of  great  value 
in  the  class-room. 


Studies  in  Greek  and  Roman  History; 

I  Or,  Studies  in  General  History ,  from  1000  B.C.  to  476  A.D.  By  Mary  D. 

;  Sheldon,  recently  Professor  of  History  in  Wellesley  College.  5^  by  7^* 

r  m?hesl  Cloth-  xvi+250  pages.  Price  by  mail,  $1.10;  Introduction 
|  price,  $1.00. 

A  T  the  request  of  several  teachers  in  leading  city  high  schools,  we 
1  shall  bind  separately  those  portions  of  “  Sheldon’s  Studies  in  Gen- 
-al  History”  and  of  the  “  Teacher’s  Manual”  which  relate  to  Greece 
id  Rome,  including  the  small  amount  of  prefatory  Ancient  History. 

.  hese  portions  will  make  works  respectively  of  250  and  75  pages,  and 
5 ill  meet  the  needs  of  students  preparing  for  college,  of  schools  in 
hich  Ancient  History  takes  the  place  of  General  History,  and  of  stu- 
fsnts  who  have  used  an  ordinary  manual,  and  wish  to  make  a  spirited 
!  sid  helpful  review. 


[ 


8 


HISTORY. 


Professors,  and  Teachers,  who  have  care* 


Opinions  of  Superintendents, 
fully  examined  the  book:  — 

Henry  Raab,  State  Supt.  of  Public 
Instruction ,  Springfield ,  III. :  I  have  no 
hesitancy  in  saying  that  both  method  and 
material  presented  in  the  work  incite  the 
student  to  further  study,  —  a  feature  every 
good  book  ought  to  possess.  I  consider 
the  work  a  valuable  addition  to  our  edu¬ 
cational  literature.  (Aug.  19,  1886.) 

A.  L.  Chapin,  Pres.  Beloit  Coll., 
Beloit ,  Wis. :  I  hope  the  book  will  help 
to  bring  forward  better  teachers  and  to 
lead  on  interest  in  historical  study  in 
all  our  schools.  (Juty  1886.) 

William  P.  Holcomb,  Swarthmore 
Coll.,  Pa. :  I  am  highly  pleased  with  it. 
It  is  the  most  suggestive  text-book  for 
teachers  that  I  know  of;  and  for  stu¬ 
dents,  it  is  the  one  best  adapted  to  make 
them  think  and  observe,  and  to  break 
up  the  pernicious  habit  of  merely  memo¬ 
rizing  facts.  (Sept.  14,  1886.) 

E.  C.  Winslow,  Prof,  of  History, 
Wabash  Coll.,  Crawfordsville,  Ind.  :  I 
am  exceedingly  pleased  with  Sheldon’s 
History,  but,  under  present  arrange¬ 
ments,  I  cannot  use  any  text-book  at 
first.  I  shall  recommend  Sheldon’s, 
and  use  it  for  reference  all  I  can ;  but 
the  instruction  will  have  to  be  by  lec¬ 
tures  and  the  “  laboratory  method  ” 
chiefly.  Were  I  to  introduce  any  Gen¬ 
eral  History,  there  would  be  no  hesita¬ 
tion  as  to  what  I  should  take. 

(April  20,  1887.) 

Rev.  E.  F.  Bartholomew,  Pres. 

Carthage  Coll.,  Carthage,  III. :  The 
plan  and  the  method  commend  them¬ 
selves  to  me.  I  think  very  favorably 
of  the  seminary  method  of  teaching 
history.  It  must  supplant  the  old 
method;  and  the  text-book  based  on 
this  plan  is  in  the  line  of  progress,  and 
is  sure  to  gain  success.  (Feb.  21,  1887.) 


N.  M.  Wheeler,  Prof,  of  History, 

Univ.  of  Southern  California,  Los  An¬ 
geles  :  In  the  hands  of  a  capable  teacher, 
it  ought  to  effect  a  revolution  wherever 
introduced.  Others  cannot  do  worse 
with  it  than  they  now  do,  and  may  catch 
the  true  spirit  of  investigation  and  ra¬ 
tional  study  in  spite  of  themselves. 

Miss  M.  Porter,  Eminence  Coll., 
Ky.  :  It  is  the  best  text-book  on  any 
subject  that  I  am  familiar  with.  It  is 
helpful  in  teaching  everything,  and  has 
already  been  suggestive  in  my  othei 
work.  (Oct.  13,  1886.) 

Theo.  B.  Noss,  Prin.  State  Nor 
mal  School,  California,  Pa. :  The-  plar 
is  well  adapted  to  awaken  the  true 
spirit  in  the  study  of  history.  Th< 
method  of  furnishing  data,  from  whicl 
the  student  can,  in  a  sense,  make  hi 
own  history,  is  as  useful  as  it  is  novel. 
(Jan.  15,  1887.) 

G.  S.  Albee,  Pres,  of  State  Norma 
School,  Oshkosh ,  Wis. :  I  have  examinee 
the  book  very  carefully,  and  am  so  mud 
pleased  with  it  that  it  has  been  forwardee 
to  our  teacher  of  history  with  suggestioi 
that  it  be  used  in  next  class.  It  is  one  c 
the  first  books  published  in  any  brand 
which  teaches  the  student  a  method  c 
study  by  its  plan  instead  of  by  chea; 
formal  directions.  No  student  can  com 
plete  this  work  without  clearly  perceiv 
ing  the  broad  distinction  between  th 
reading  and  the  study  of  a  work. 
(Aug.  9,  1886.) 

J.  DuShane,  Supt.  of  Schools ,  Sout 
Bend,  Ind.  :  I  have  but  words  of  prais 
for  Sheldon’s  History.  It  is  on  the  rig; 
plan  and  in  the  right  spirit.  I  shall  re 
ommend  that  it  be  introduced  into  o 
schools  as  soon  as  practicable, 

(Jan.  12,  1887.) 


10 


HISTORY. 


Sanford  L.  Cutler,  Prin.  Law)  ence 
Academy ,  Groton ,  Mass . :  Classes  that 
use  it  will  have  no  temptation,  and,  in 
fact,  no  opportunity  to  indulge  in  the 
parrot-like  committing  to  memory  which 
too  often  takes  the  place  of  real  study. 
The  book,  it  seems  to  me,  must  add  a 
aew  interest  to  the  study  of  history,  and 
vvill  demand  and  well  repay  the  best 
efforts  of  both  teacher  and  pupil. 

[Jan.  8,  1887.) 

C.  B.  Root©,  Associate  Prin.,  Green¬ 
wich  Academy ,  Greenwich,  Conn .  .*  In 
my  judgment  the  book  stands  alone.  It 
's  impossible  to  compare  it  with  other 
:ext-books  of  history :  contrast  rather 
:han  comparison  is  the  word  that  comes 
:o  mind.  Although  I  may  not  benefit 
he  book  by  pronouncing  it  the  best,  yet 
[  feel  that  I  must  say  that,  if  anything. 
[  am  certain  that  an  honest  teacher  of 
ristory,  with  no  special  training  in  that 
branch  and  with  few  books  to  consult, 
vould  find  this  book  suggestive  and 
simulating  in  the  highest  degree;  and 
nstead  of  its  proving  over-difficult  to 
I  tandle  even  with  an  average  class,  it 
vould  be  found,  if  used  with  thought,  an 
ictual  saving  of  labor.  {Jan.  7,  1887.) 

.  Lucy  G.  Crocker,  Yonke?'s,  N.  Y. : 

I  .  find  it  a  most  admirable  work,  and  feel 
hat  it  will  make  what  has  always  been 
1  me  of  my  great. pleasures,  —  the  teach- 
!  ng  of  history, —  more  of  a  pleasure  and 
profit  than  hitherto.  The  method,  in  its 
vhole,  is  not  unlike  that  pursued  by 
eachers  to  a  certain  extent ;  but  to  have 
o  full  a  scheme  spread  out  and  pre- 
>ared  facilitates  class-work,  and  simpli- 
ies,  in  a  most  judicious  manner,  the 
,york  of  both  teacher  and  pupil. 

.  Sept.  8,  1886.) 

W.  C.  Stone,  Prin.  Oswego  Falls 
Jnion  School,  N.  Y.  :  I  expected  to  find 
Miss  Sheldon's  History  the  best  text-book 
>n  general  history  published ;  my  expec- 
ations  are  fully  realized. 


She  has  succeeded  in  applying  Pes- 
talozzian  principles  to  the  study  of  his¬ 
tory.  No  other  author  does  this.  I 
am  more  than  ever  convinced  that 
hers  is  the  only  true  method  of  studying 
history,  and  am  applying  her  method 
as  far  as  I  can  in  teaching  United 
States  history.  {Jan.  19,  1887.) 

Frank  W.  Whitney,  Prin.  Chico¬ 
pee  High  School,  Chicopee,  Mass. :  It 
comes  the  nearest  to  being  an  ideal  text¬ 
book  in  history  of  any  that  I  have  exam¬ 
ined.  Any  word  that  can  be  said  in 
favor  of  the  “  inductive  method  ”  of 
teaching  is  a  recommendation  to  the 
book.  I  am  free  to  say  that  I  am  pleased 
with  it.  I  should  like  to  have  it  used  in 
our  High  School.  {Aug.  24,  1886.) 

Harriet  R.  Chase,  Young  Ladies' 
School,  Providence,  R.I. :  It  is  the 
best  we  have  yet  seen.  {Oct.  14,  1886.) 

Francis  N.  Thorpe,  Prof,  of  His¬ 
tory,  Normal  Training  School ,  Philadel¬ 
phia  :  I  am  persuaded  that,  in  scope, 
method,  and  spirit,  it  is  not  surpassed 
by  any  of  the  other  general  histories  ex¬ 
tensively  used  in  fitting-schools  and  in 
college  classes. 

I  like  Sheldon’s  use  of  authorities ; 
the  quotations  from  such,  and  the  brief 
presentation  of  some  material  out  of 
which  books  are  made,  is  in  conform¬ 
ity  to  the  demands  of  the  present  study 
of  history.  {Jan.  7,  1887.) 

Miss  Amelia  P.  Butler,  Lexing¬ 
ton,  Ky. :  I  like  it  exceedingly ;  the 
method  is  excellent.  It  is  just  such  a 
book  as  is  needed  in  the  South,  where 
it  is  very  hard  to  induce  the  young  ladies 
to  produce  any  original  work,  or  do  any 
real  thinking.  I  have  succeeded  in  in¬ 
troducing  it  into  a  small  class  of  the 
older  students.  {March  19,  1887.) 

C.  H.  Dye,  Prin.  Franklin  Academy , 
Neb.  :  I  think  it  admirably  adapted  to 
academic  use.  {Feb.  14,  1887.) 


HISTORY. 


11 


Charles  N.  Peak,  Prin.  High 
School ,  Aurora ,  Ind. :  All  teachers  are 
agreed  that  the  study  and  teaching 
of  history  should  be  greatly  improved. 
From  a  careful  examination  of  Sheldon’s 
History,  I  am  led  to  believe  that  it  is  a 
step  in  the  right  direction.  When  we  be¬ 
gin  our  classes  in  General  History  next 
year,  I  shall  carefully  consider  Sheldon’s 
before  adopting  any.  ( Jan .  io,  1887.) 

M.  D.  Hornbeck,  Pres.  Wesleyan 
Seminary,  Danville,  III.:  The  author 
seems  to  understand  the  whole  field 
of  Outline  History,  and  has  exhib¬ 
ited  rare  judgment  in  the  selection  of 
her  topics.  This  text,  properly  used, 
must  qualify  students  in  General  His¬ 
tory  better  than  any  other  in  use  up  to 
the  present.  I  have  not  introduced  the 
book  yet,  but  shall  do  so  next  year. 

(Feb.  24,  1887.) 

R.  H.  Halsey,  Prin.  of  High  School, 
Oshkosh,  Wis. :  With  such  a  text-book, 
the  pupil  has  a  responsibility  thrust 
upon  him,  and  is  stimulated  to  meet 


that  responsibility  and  do  independent 
work  in  a  way  that  no  amount  of  “  cut 
and  dried  ”  history  could  ever  induce. 
I  shall  greatly  mistake  if  this  book  does 
not  perform  a  valuable  service  in  enliv¬ 
ening  the  teaching  of  general  history  in 
our  high  schools  and  academies. 

(Aug.  16,  1886.) 

"William  L.  "Weber,  Prin.  Browns¬ 
ville  District  High  School,  Dancyville, 
Tenn. :  The  more  I  look  into  this  vol¬ 
ume  the  more  I  like  it,  especially  the 
feature  of  making  the  pupil  depend 
on  himself.  This  method  furnishes  the 
straw,  but  expects  the  pupil  to  make  his 
own  bricks.  Its  introduction  into  any 
school  will,  I  am  sure,  raise  the  standard 
of  history  teaching.  As  soon  as  I  am 
able  to  change  text-books,  I  shall  be 
glad  to  use  it. 

T.  D.  Finch,  Red  Bank,  N.J.:  I 
am  quite  delighted  with  Sheldon’s  His¬ 
tory.  It  cannot  fail  to  make  history 
more  interesting  and  more  practical. 

(Oct.  13,  1886.) 


PRESS  NOTICES. 


Prof.  J.  H.  Allen,  in  Unitarian 
Review,  Boston :  There  is  no  effort  after 
literary  style  or  continuous  narrative,  but 
a  wealth  of  suggestion  and  illustration 
very  extraordinary  in  a  text-book.  The 
illustrations  include  extracts  from  literary 
and  other  movements  of  almost  all  sorts 
and  periods,  as  well  as  maps  and  pictures, 
showing  such  skill  in  selection  and  exe¬ 
cution  as  to  give  the  book  a  high  value 
for  those  who  do  not  easily  get  at  libra¬ 
ries  or  museums  of  art.  An  introduc¬ 
tory  epistle  “  to  the  student  ”  explains  the 
author’s  method,  by  showing  how  an 
original  investigator  would  actually  set 
about  the  explanation  of  the  things  that 
make  up  the  history  of  England;  and 
this  method  is  carried  out,  in  brief, 
through  the  volume  in  the  form  of  sum¬ 


maries  and  tabular  views  of  institutions 
and  famous  names,  with  very  numerous 
extracts,  such  as  we  have  indicated. 
Thus,  in  an  incredibly  brief  space, 
the  characteristic  features  of  a  race  or 
period  are  made  to  stand  out  in  clear 
relief,  —  ranging  from  the  Egypt  of  Che¬ 
ops  to  the  Italy  of  Victor  Emmanuel 
and  the  socialism  of  Lassalle.  The 
method  is  reenforced  by  numerous  well- 
selected  questions,  and  the  volume  closes 
with  an  excellent  index.  The  vexed 
question  how  to  spell  Greek  and  other 
foreign  names  is  sensibly  decided  by 
giving  them  in  their  most  familiar  Eng* 
lish  forms.  (March,  1887.) 

The  Nation:  It  is  upon  a  wholbj 
novel  and  original  plan,  —  one  which,  i}| 


12 


HISTORY. 


well  carried  out  in  detail  and  faithfully 
followed  by  the  teacher,  must  produce 
admirable  results.  The  “  studies  ”  are 
real  studies ,  not  lessons.  As  a  whole, 
the  material  is  selected  with  admirable 
judgment;  and  even  where  we  have 
been  at  first  inclined  to  question  the 
wisdom  of  the  selection,  we  have,  on 
further  examination,  generally  found 
that  the  author  was  in  the  right. 
(Aug.  19,  1886.) 

TEACHER’S  MANUAL,  TO 
GENERAL 

S.  W.  Jour,  of  Ed.:  We  commend 
it  highly.  It  is  especially  adapted  as  a 
guide  to  accompany  the  use  of  that  ex¬ 
cellent  text-book,  Sheldon’s  General  His¬ 
tory.  It  may  be  profitably  used#by  the 
teacher  in  connection  with  any  text¬ 
book.  It  is  of  great  value  to  the  teacher 
who  teaches  by  topics,  and  permits  the 
pupils  to  use  a  variety  of  books.  The 
competent  teacher  who  uses  this  book, 
understands  the  spirit  of  its  suggestions, 
and  follows  its  directions  intelligently, 
cannot  fail  t<*  impart  to  his  pupils  much 
valuable  information,  inspire  them  to 
diligent  research,  and  draw  from  them 
intelligent  recitations.  ( October ,  1886.) 


Correspondence  Univ.  Jour., 

Chicago ,  III. :  It  is  full  of  excellent  sug¬ 
gestions  for  teaching  history,  and  has 
valuable  tabular  forms  by  which  memory 
may  be  aided  and  the  study  of  history 
simplified.  As  illustrations  of  the  “  sem¬ 
inary  ”  method  of  teaching  history,  these 


The  N.Y.  Evening  Post :  To  lay 

out  such  a  sketch  of  the  essential  in  his¬ 
tory  is  not  an  easy  task,  especially  for  the 
modern  period ;  but  Miss  Sheldon  has 
accomplished  it  with  much  skill  and 
good  judgment;  and,  by  keeping  care¬ 
fully  to  her  plan,  has  succeeded  in  em¬ 
bracing  in  a  moderate-sized  volume  a 
complete  view  of  the  course  of  history, 
from  the  early  Egyptian  Empire  to  the 
present  day.  (Aug.  23,  1886.) 

ACCOMPANY  SHELDON’S 
HISTORY. 

volumes  are  valuable  contributions  to  our 
modern  text-book  literature. 

Wisconsin  Jour,  of  Ed. :  With 

the  accompanying  manual,  now  accessi¬ 
ble  to  teachers,  the  work  is  not  so  diffi¬ 
cult  as  might  be  supposed,  and  its  fruits 
are  very  satisfactory.  ( November ,  1886.) 

Zion’s  Herald,  Boston :  It  will  re¬ 
quire  thought  and  careful  preparation 
on  the  part  of  the  teacher,  and  this,  we 
are  happy  to  know,  is  the  demand  of  the 
hour  in  our  higher  schools  and  semi¬ 
naries.  (Aug.  11,  1887.) 

N.  Y.  School  Journal:  The  ad¬ 
vantages  of  this  method  are,  saving  the 
tedium  of  the  tread-mill  and  bringing 
the  student  day  by  day  into  living  sym¬ 
pathy  with  thoughts,  events,  and  feelings. 
All  that  was  said  in  commendation  of 
the  former  book,  we  repeat  in  reference 
to  this.  Teachers  who  thoroughly  under¬ 
stand  and  faithfully  follow  this  book, 
will  produce  far  better  results  than  is 
possible  undet  the  tread-mill  method  of 
olden  times. 

The  Independent,  N.Y. :  In  the 
hands  of  a  good  teacher  no  method 
could  be  more  stimulating. 

(Sept.  2,  1885.) 


The  Critic,  New  York  :  The  preface 
is  in  itself  an  earnest  that  the  book  will 
be  what  we  indeed  find  it  to  be :  an 
original,  concise,  and  suggestive  manual 
for  teachers  given  to  that  best  method  of 
teaching  which  consists,  not  in  telling 
pupils  facts,  but  in  eliciting  facts  and 
thoughts  from  the  pupils. 


HISTORY. 


13 


The  Teacher,  Philadelphia,  Pa. :  In 
a  recent  number  of  The  Teacher,  we 
called  attention  to  the  remarkable  merits 
of  Miss  Sheldon’s  work  on  General  His¬ 
tory,— to  its  peculiar  method  of  treat¬ 
ment,  its  originality,  its  catholicity,  its 
singular  value ,  in  fact;  and  now  we 
desire  to  notice  this  Teacher’s  Manual 
of  the  Studies.  The  first  work  contains 
the  problems  of  history  and  the  material 
needed  to  answer  them;  the  latter  work 
contains  the  answers  to  these  problems, 
embodied  in  tabulations,  and  a  running 
commentary  of  text.  We  cannot  speak 
too  highly  of  the  plan  of  the  work,  nor 
of  its  execution.  The  author  has  shown 
considerable  ingenuity  in  her  selection 
of  material  and  admirable  historical 
judgment,  the  selections  from  the  writ¬ 
ings  of  the  ancients  being  particularly 
appropriate.  {Aug.  2,  1886.') 

Intelligence,  Chicago,  III.:  Upon 
the  appearance  of  the  Studies,  we  com¬ 
mended  the  book  highly  as  being  out  of 
the  usual  line  and  making  conspicuous 
an  unusual  phase  of  historical  study. 
{Sept.  25,  1886.) 

Normal  Register,  Satina,  Kan.: 
The  student  is  made  to  reason  just  as  he 
would  in  the  study  of  mathematics.  He 
remembers  facts  just  as  he  would  re¬ 
member  algebraic  formulae.  If  he  for¬ 


gets  them,  he  is  able  to  derive  them 
again.  This  book  will  make  the  study 
of  history  a  pleasure  to  thousands  who 
have  heretofore  had  an  apathy  for  it. 

Literary  World,  London,  Eng.: 
Taken  together  the  two  books,  though 
complied  principally  for  use  in  American 
schools,  furnish  a  good  course  of  history, 
ancient  and  modern,  for  general  use. 
{Aug.  6,  1886.) 

Christian  Union,  N.  Y. :  We  spoke 
with  high  commendation  not  long  ago 
of  Sheldon’s  Studies  in  General  History. 
The  author  has  now  put  forth  a  volume 
intended  to  accompany  the  use  of  that 
excellent  work  as  a  Teacher’s  Manual. 
Both  books  follow  the  German  so-called 
"seminary”  method,  and  aim  to  compel 
students  to  do  original  work  with  orig¬ 
inal  material.  {July  8,  1886.) 

The  Schoolmaster,  London,  Eng. : 
Teachers  whose  pupils  are  working  their 
way  through  the  Student’s  Edition  will 
find  this  Teacher’s  Manual  quite  indis¬ 
pensable.  The  summaries  are  ably 
drawn  up,  while  the  general  remarks  on 
leading  epochs  and  national  characteris¬ 
tics  are  interesting,  and  show  much 
power  of  taking  a  broad  and  compre¬ 
hensive  view  of  historical  details. 

{July  22,  1886.) 


GREEK  AND  ROMAN  HISTORY. 


Unity,  Chicago  PI.  •  This  is  pictur¬ 
esque  history,  prepared,  as  nearly  as 
nistory  may  be,  on  the  inductive  plan, 
making,  of  choice  fragments  from  origi¬ 
nal  sources,  telescopes  which  bring  the 
domestic  life  and  the  thought  of  the 
elder  world  very  near  to  the  child-mind. 
These  extracts  are  linked  by  a  few  crisp 
comments,  which  suggest  much  more 
than  they  tell,  and  followed  by  questions, 
not  of  the  ordinary  text-book  fashion, 
but  fresh  and  thought-provoking.  The 


maps  are  clear  and  beautiful  and  the 
illustrations  unusually  well  chosen.  The 
book  is  a  treasure  for  pupils  and  teach¬ 
ers.  {Dec.  4,  1886.) 

The  Canada  School  Journal : 

We  think  it  admirably  adapted  not  only 
to  convey  to  students  clear  conceptions 
of  the  leading  facts  and  characteristics  of 
ancient  history,  but  to  make  the  study 
interesting,  stimulating,  and  attractive. 
{Feb.  1,  1887.) 


14 


HIS  TOR  Y. 


Canada  Ed.  Monthly  :  Studies  in 
General  History  has  met  with  the  en¬ 
thusiastic  reception  which  it  deserved, 
and  many  students  will  be  glad  that  the 
publishers,  in  the  present  volume,  have 
republished  separately  that  part  of  it 
which  treats  of  the  history  of  Greece 
and  Rome.  {November,  1886.) 

John  Way,  Jr.,  Supt.  Sewickley 
Academy,  Sewickley ,  Pa. :  Miss  Shel¬ 
don’s  Greek  and  Roman  History  is  one 
of  the  few  really  good  school-books. 

{Feb.  11,  1887.) 

Miss  Sarah  P.  Eastman,  Dana 
Hall ,  Wellesley ,  Mass. :  We  think  it  by 
far  the  best  book,  for  certain  classes,  which 
we  have  ever  seen.  (  Oct.  25, 1886.) 

Isaac  B.  Burg*ess,  Classical  Mas¬ 
ter ,  Rogers'  High  School ,  Newport ,  R.I. : 
I  shall  use  it  at  once  in  fitting  boys  for 
Harvard.  The  peculiar  excellences  of 
the  book  are  a  remarkably  clear,  concise, 
and  striking  arrangement  of  essential 
facts  and  a  plan  of  study,  that  requires 
honest,  orderly  thought.  {Dec.  8,  1886.) 

The  Tablet,  London ,  Eng. :  We 
will  at  once  confess  that  we  are  much 
taken  with  it,  that  we  like  it  very  much, 
and  that  we  can  recommend  it  very 
much,  and  we  will  give  our  reasons. 
The  authoress  professes  to  lay  before  us 
the  sources  of  these  histories,  and  she 
does  this  in  a  manner  calculated  to  im¬ 
press  them  upon  our  memories,  whether 
we  are  following  a  course  of  lectures  or 
reading  up  for  ourselves.  She  first  gives 
us  a  map  of  the  country,  and  bids  us 
look  at  its  configuration,  pointing  out 
therefrom  its  natural  resources.  She  is 
particular  that  we  shall  know  the  princi¬ 
pal  original  and  also  the  modern  author¬ 
ities  for  the  history;  from  them  she  gives 
extracts  bearing  upon  her  most  impor¬ 
tant  deductions ;  and  these  she  puts  be¬ 
fore  us  in  a  pleasant  way,  if  we  only 
choose  to  read  at  the  same  time  some 


standard  history.  For  example,  in  the 
chapter  on  “  Historic  Greece,”  or  “  Hel¬ 
las,”  she  refers  us  to  the  contemporary 
sources  of  the  history,  —  Herodotus,  the 
lyric  poets,  various  monuments  and  re¬ 
mains  of  these  early  times,  then  Thu¬ 
cydides,  Plutarch,  Aristotle,  Xenophon; 
among  the  moderns,  Grote  and  Curtius. 
She  gives  us,  in  tabulated  series,  the 
famous  personages  of  the  period,  their 
birth-places,  date,  and  the  cause  of  their 
fame.  Not  satisfied  yet,  she  asks  us  ques¬ 
tions,  to  see  whether  we  have  mastered 
her  teaching,  and,  to  conclude,  gives 
suitable  extracts  translated  from  the 
writings  of  the  great  men  of  the  time. 
This  sort  of  thing  is  done  with  regard  to 
each  branch  of  her  subject ;  and  we  can¬ 
not  say  that  we  have  ever  seen  a  more 
pleasing  way  of  helping  to  the  study  of 
History.  Both  professors  and  scholars 
wijl  be  saved  much  trouble  by  using  this 
as  a  text-book  or  note-book.  It  must  have 
cost  the  authoress  a  great  deal  of  time 
and  toil.  As  she  was  professor  of  history 
in  an  American  college,  she  saw  what 
would  materially  assist  her  pupils.  For 
them  she  has  composed,  and  to  them 
she  has  dedicated,  the  fruit  of  her  labors. 
Indeed,  we  doubt  whether  anybody  but 
one  who  has  taken  an  active  part  in 
teaching  could  have  produced  a  work 
so  suited  to  either  professor  or  scholar. 
The  book  needs  only  to  be  known.  Its 
compendious  nature  is  shown  by  the 
fact  that  it  extends  to  only  two  hundred 
and  fifty  pages.  The  table  of  contents 
and  the  illustrations  will  make  it  still 
more  useful.  {Feb.  5,  1887.) 

London  Literary  World:  It  is 

calculated  to  give,  in  a  very  brief  form, 
some  idea  of  the  vast  period  it  covers, 
and  teachers  of  Greek  and  Roman  his¬ 
tory,  in  particular,  will  find  it  a  useful 
adjunct  to  the  larger  text-books.  The 
practice  of  telling  the  story  as  much  as 
possible  in  the  words  of  the  originals  is 
especially  to  be  commended. 

{Dec.  10,  1886.) 


HI  ST  OR  Y. 


15 


Saturday  Review,  London ,  Eng. : 
Studies  in  Greek  and  Roman  History  is 
a  laudable  attempt  to  initiate  the  young 
into  the  mysteries  of  history-making  by 
setting  before  them  fragments  of  the  ma¬ 
terials  out  of  which  historians  construct 
their  works.  Thus,  instead  of  taking 
everything  for  granted,  and  accepting 
without  gainsaying  the  historian’s  views 
of  the  characters,  motives,  and  actions  of 
the  puppets  which  he  produces  on  his 
stage,  the  student  is  set  to  think  for  him¬ 
self,  and  to  form  his  own  conception  of 
the  figures  that  by  some  caprice  of  fate 
loom  out  through  the- mist  that  shrouds 
their  contemporaries.  By  this  means 
every  man  becomes  his  own  historian, 
and  sees  past  events  in  the  light  of  his 
own  judgment,  instead  of  reflected  in  the 
mirror  of  another’s  mind.  There  can  be 
no  doubt  that  this  is  the  only  rational 
way  of  teaching  history.  It  involves 
much  labor  and  much  knowledge  on  the 
part  of  the  teacher,  but  would  save  the 
learner  a  vast  amount  of  needless  read¬ 
ing.  A  few  brief  lines  of  contemporary 
chronicle,  recording  a  reign  or  a  long- 
drawn-out  war,  grow  under  the  pen  of  the 
historian  into  chapters  or  even  volumes. 
History  is  read  by  two  classes  of  people, 
—  those  who  wish  to  be  told  what  they 
ought  to  think,  and  those  who  only  care 
to  know  what  examiners  will  ask  them. 
These  last  are  anxious  to  take  the  “  view  ” 
of  any  given  event  which  the  examiners 
will  expect  of  them.  Miss  Sheldon’s 
book  breaks  through  the  trammels  of 
such  teaching.  It  sets  the  facts  before 
the  students  as  told  by  contemporaries, 
and  bids  them  form  their  own  conclu¬ 
sions,  as  they  would  about  the  incidents 
of  the  actual  world  around  them. 

{April  23,  1887.) 

The  Nation :  It  needs  no  further 
commendation  to  any  person  who  is 
familiar  with  the  remarkable  merits  of 
the  parent  work.  We  will  only  add  one 
thing :  that  this  method,  like  every  method 
of  original  and  independent  excellence, 


calls  for  teachers  of  skill  and  thought¬ 
fulness.  {Nov.  4, 1886.) 

Zion’s  Herald,  Boston :  It  is  an 
excellent  manual  for  high  schools  and 
academies.  We  have  great  confidence  in 
the  historical  text-books  of  Miss  Shel¬ 
don.  She  is  a  rare  teacher  herself,  and 
knows  the  necessities  of  the  class-room. 
{Nov.  3,  1886.) 


Boston  Advertiser:  We  remem¬ 
ber  histories  that  were  not  so  attractive 
nor  so  enlivening  to  the  imagination. 
{Nov.  9,  1886.) 


Educational  Record,  Quebec ,  Can¬ 
ada:  There  are  throughout  the  book 
evidences  of  the  writer’s  excellent 
method  of  teaching  history,  which,  when 
adopted  by  other  teachers,  will  make 
the  subject  and  the  text-book  popular 
with  the  pupils.  According  to  Miss 
Sheldon’s  plan,  the  study  of  history  is  an 
intellectual  operation  and  not  a  mere 
memorizing  of  the  record  of  events. 
The  illustrations  in  the  book  are  very 
good,  the  facts  are  recorded  in  simple 
and  concise  language,  and  the  arrange¬ 
ment  is  all  that  could  be  desired  in  a 
text-book.  ( January ,  1887.) 


N.  E.  Jour,  of  Ed.:  It  must  be  a 
luxury  to  study  or  teach  Greek  or 
Roman  history  with  such  an  admirably 
classified  work,  full  of  aids  from  first  to 
last  for  appreciating  and  memorizing  ail 
that  is  of  interest  and  importance  in  this 
history.  The  preface  is  a  valuable  con¬ 
tribution  in  itself.  {Nov.  4,  1886.) 


Educational  Courant,  Louisville , 
Ky. :  The  plan  is  far  superioi  to  ;he  old 
method  of  memorizing  dates  and  facts. 
It  vitalizes  history  and  develops  the 
historical  instinct  in  pupils  by  setting 
them  at  work  to  study  the  materials  for 
themselves.  It  is  a  vigorous,  progressive 
book,  and  one  that  will  do  much  good. 
{November ,  1886.) 


16 


HI  ST  OR  Y. 


The  Dartmouth,  Hanover ,  N.H. : 
The  idea  of  the  work  is  an  original  one, 
and  the  work  itself  will  be  hailed  by  the 
students  as  an  aid  for  both  study  and 
original  investigation.  {Nov.  5, 1886.) 

The  Fountain,  York ,  Pa. :  It  is  re¬ 
freshing  to  find  a  text-book  with  a  plan  so 
unique  and  suggestive  to  the  diligent  and 
inquiring  student.  Whilst  the  book  is 
not  large  in  size,  it  is  so  thoroughly  filled 
with  the  essential  facts  of  history  that  it 
will  not  be  found  necessary  largely  to 
consult  other  sources.  This  method  of 
studying  history  leads  the  learner  to 
judge  and  interpret  for  himself  what  he 
may  find  in  the  history  of  his  own  land, 
and  whilst  the  plan  is  truly  philosophic, 
it  will  develop  thought  and  thus  afford 
the  best  discipline.  {March,  1887.) 

The  Dial,  Chicago ,  111. :  It  will  be 
found  of  great  service  to  the  teacher  in 
the  way  of  stimulus  and  suggestion. 
{November,  1886.) 

Wis.  Journal  of  Ed. :  This  is  the 
first  part  of  the  author’s  excellent  manual 
of  General  History.  That  book  has  met 
with  unqualified  approval  from  the  ablest 
teachers  of  history.  {November,  1886.) 

The  Advance,  Chicago,  III.:  We 
have  here  a  history  which  is  unique.  It 
is  intended  for  the  student,  and  to  him  it 
opens  a  field  of  investigation  which  can¬ 
not  fail  to  be  valuable  as  well  as  inspir¬ 
ing.  He  must  put  this  and  that  to¬ 
gether  and  form  his  own  conclusions, 
and  if  he  does  this  conscientiously  and 
earnestly,  he  will  find  himself  strength¬ 
ened  and  benefited  as  no  continuously 
written  narrative  could  benefit. 

{Nov.  11,  1885.) 

The  Congregationalist,  Boston: 
The  author’s  special  purpose  is  to  train 
her  pupils  to  think  for  themselves,  and  in 


a  sense  to  become  historians  by  the  en¬ 
deavor  to  discriminate  and  blend  men¬ 
tally,  in  such  wise  as  to  gain  a  connected 
and  permanent  understanding  of  the 
subject.  The  book  is  of  superior  ex¬ 
cellence.  {Oct.  28,  1886.) 

Va.  Ed.  Journal:  The  historical 
methods  of  this  author  were  recently 
noticed  with  approval  in  the  Journal. 
They  seem  well  calculated  to  arouse 
interest,  stimulate  thought,  and  cultivate 
the  judgment.  Pupils  are  thrown  in  a 
good  degree  upon  their  own  resources. 
They  must  examine,  canvass,  and  decide 
for  themselves.  Sufficient  directions  are 
given  to  guide  them  into  the  proper 
methods,  but  they  must  do  the  work  for 
themselves. 

Literary  World,  Boston:  Tk^  con 
tents  are  like  the  colors  on  the  palette,  out 
of  which  the  painter  makes  the  picture,  but 
are  not  the  picture  itself;  or  like  the  sand 
and  bricks  and  timber  out  of  which  the 
mechanic  builds  the  house,  but  are  not 
the  house.  The  book  assembles  the  raw 
materials  of  Greek  and  Roman  history, 
and  not  setting  before  the  reader  any 
finished  statement,  sets  him  on  to  make 
up  his  own  statement.  The  book  there¬ 
fore  calls  for  brains,  skill,  and  energy  in 
the  user,  but  its  use  would  be  fine  exer¬ 
cise.  {December,  1886.) 

Intelligence,  Chicago  :  As  we  said 
when  this  author’s  General  History  first 
appeared,  she  is  the  most  suggestive  and 
ingenious  text-book  historian  that  we  have 
met.  The  present  book  is  in  no  way  in¬ 
ferior  to  its  predecessor.  In  it  will  be 
fou-nd  extracts  from  documents  which  are 
inaccessible  to  teachers  ordinarily.  It 
contains  also  many  valuable  tables  and 
illustrations.  Every  teacher  of  Ancient 
History  will  find  it  a  very  excellent  book 
to  have. 


Outline^  Maps  of  the  United  States. 


Prepared  by  Edward  Channing,  Ph.D.,  and  Albert  B.  Hart,  Ph.D- 
Instructors  in  History  in  Harvard  College. 


Description • 

The  Large  Map  is  printed  on  strong  white  paper,  in  four  sections, 
each  26  X  42  inches ;  the  sections  are  divided  by  the  95th  meridian 
and  the  37th  parallel.  They  may  be  used  separately  or  pasted  to¬ 
gether.  There  is  no  lettering  upon  the  map,  except  the  numbering  of 
the  parallels  and  meridians,  —  the  location  of  the  principal  cities  being 
indicated  by  dots.  Price,  1 5  cts.  per  section  ;  50  cts.  complete. 

The  Small  Map  is  printed  on  tough  white  paper,  in  blue  ink,  and 
is  II i  X  18  inches  in  size,  including  a  broad  margin  on  the  right-hand 
side,  which  furnishes  space  for  written  comments.  The  names  of  the 
principal  rivers  and  the  numbers  of  the  parallels  and  meridians  appear 
on  this  map.  Price,  2  cts.  each ;  $1.50  per  hundred. 

Application • 

Physical  Geography.  By  the  simple  use  of  shading  and  colors, 
the  maps  may  be  made  the  basis  of  reproductions  or  original  sketches 
of  physical  geography,  thus  saving  the  cost  of  elaborate  wall  and  other 
maps,  and  allowing  teachers  to  exercise  their  individual  knowledge. 

Geology.  They  are  also  in  use  to  illustrate  geological  lessons  and 
lectures. 

Meteorology.  Conditions  of  climate,  isotherms,  and  isobares  may 
be  shown  upon  the  maps  with  great  ease. 

Statistical  Maps.  The  increasing  use  of  maps  for  exhibiting  econ¬ 
omic  facts  is  facilitated  by  the  use  of  these  outlines.  The  maps  in  the 
Census  Reports  and  Scribner’s  Statistical  Atlas  may  be  reproduced  on 
the  same  or  a  larger  scale.  Among  the  subjects  capable  of  this  form  of 
illustration  are  :  the  distribution  of  population ;  race  elements  ;  language 
elements;  illiteracy;  the  distribution  of  manufactures,  wealth,  agricul¬ 
tural  products ;  etc.,  etc. 

Political  Maps.  As  a  basis  for  historical  and  political  maps,  the 
boundaries  of  the  present  States  and  Territories  appear  on  the  maps  in 
faint  lines.  The  pupil  is  thus  taught  to  connect  obsolete  divisions  with 
those  now  existing.  A  great  variety  of  special  maps  may  be  drawn, 
among  them  the  following:  the  Colonies  and  the  United  States  at 
successive  epochs  ;  the  distribution  of  electoral  votes  ;  the  distribution 
of  votes  in  Congress  on  the  tariff  and  other  important  questions ;  an¬ 
nexation  of  territory ;  divisions  into  sections  ;  divisions  created  by  the 
great  compromises;  the  Confederate  States;  etc.,  etc. 


[over. 


C Jse . 


The  Large  Maps  are  suitable  for  large  classes  or  for  public  lectures, 
They  may  be  seen  with  clearness  for  a  distance  of  upwards  of  forty  feet. 

The  Small  Maps  are  useful  to  the  teacher  or  lecturer  where  a  map 
may  be  passed  from  hand  to  hand.  They  will  be  found  convenient  for 
recording  geographical  facts  in  graphic  form,  and  for  copying  rare  or 
expensive  maps.  To  the  student  or  pupil  the  following,  among  other 
uses,  may  be  suggested:  (i)  special  maps  may  be  reproduced  during 
cr  after  the  lecture,  as  an  exercise ;  (2)  a  series  of  such  special  maps 
will  form  an  historical  atlas  for  preservation;  (3)  examinations  on 
geographical  topics  can  be  most  easily  conducted  by  putting  into  the 
hands  of  the  pupil  a  blank  map  and  requiring  him  to  fill  it  out ;  (4)  the 
pupil  may  be  required  to  locate  and  name  towns,  gulfs  and  bays,  lakes 
and  rivers,  States  and  Territories ;  (5)  an  interesting  exercise  will  be 
the  location  of  areas  of  staple  products,  or  the  range  of  animals  and 
plants. 

Mounting. 

The  large  maps  can  be  readily  hung  from  horizontal  wires  by  means 
of  an  ordinary  spring  clothes-pin  ;  or  they  may  be  tacked  flat  on  a  frame  ; 
or  they  may  be  mounted  on  spring  rollers.  The  paper  is  sufficiently 
strong  to  need,  with  ordinary  care,  no  cloth  backing.  It  is  better  to 
store  them  flat,  folding  or  rolling  as  little  as  possible. 

Coloring . 

In  coloring  the  blanks  the  following  suggestions  should  be  observed. 
Make  the  colors  as  bright  and  distinct  from  each  other  as  possible. 
Chalk  crayons  answer  very  well  for  one  use,  but  crock  the  paper  if 
rolled,  folded,  or  laid  against  another  sheet.  For  the  small  maps  ordi¬ 
nary  colored  lead  pencils  are  sufficient.  Still  better  are  water  colors, 
the  cheapest  grades  being  suitable.  Care  should  be  taken,  when  work¬ 
ing  with  the  large  map,  to  prepare  a  quantity  of  the  tint  in  the  begin¬ 
ning,  and  to  provide  large  brushes.  The  paper  receives  water  colors 
well,  but  should  be  stretched  and  tacked  down  tightly  so  as  to  avoid 
undue  contraction.  The  large  maps  will  take  oil  colors ;  they  should 
be  mixed  thin,  and  several  days  should  be  allowed  for  drying.  The 
maps  will  be  much  plainer  if  the  large  water  spaces  are  filled  in  with 
blue,  or  if  at  least  the  coasts  are  marked  out  by  several  parallel  lines  of 
blue.  Mountains  may  be  indicated  by  cross-hatchings  of  brown,  or 
simply  by  long  patches  of  that  color;  yellow  is  apt  to  disappear  by 
gaslight.  _ 


D.  C.  HEATH  &  CO.,  Publishers, 

Boston,  New  York,  and  Chicago. 


4 


Old  South  Leaflets. 


Messrs.  D.  C.  Heath  &  Co. 
take  pleasure  in  announcing  that,  by 
special  arrangement  with  the  Di¬ 
rectors  of  the  Old  South  Studies  in 
History  and  Politics,  they  have  be¬ 
come  the  publishers  for  schools  and 
the  trade  of  the  new  general  series 
of  Old  South  Leaflets.  The  Old  South  Leaflets,  which  have 
been  published,  during  the  last  five  years,  in  connection  with 
the  annual  courses  of  historical  lectures  at  the  Old  South 
Meeting  House  in  Boston,  have  attracted  so  much  attention  and 
proved  of  so  much  service,  that  the  Directors  have  determined 
upon  the  publication  of  this  general  series,  with  the  needs  #of 
schools,  colleges,  private  clubs  and  classes  especially  in  mind. 
The  Leaflets  are  prepared  by  Mr.  Edwin  D.  Mead.  They  are 
largely  reproductions  of  important  original  papers,  accompanied 
by  useful  historical  and  bibliographical  notes.  They  will  consist, 
on  an  average,  of  sixteen  pages,  and  will  be  sold  at  the  low 
price  of  five  cents  a  copy  or  three  dollars  per  hundred.  The 
aim  is  to  bring  them  within  easy  reach  of  everybody.  The  Old 
South  work  is  a  work  for  the  education  of  the  people,  and 
especially  the  education  of  our  young  people,  in  American  his¬ 
tory  and  politics,  and  its  promoters  believe  that  few  things  can 
contribute  better  to  this  end  than  the  wide  circulation  of  such 
Leaflets  as  those  now  proposed.  It  is  hoped  that  professors  in 
our  colleges  and  teachers  everywhere  will  welcome  them  for 
use  in  their  classes,  and  that  they  may  meet  the  needs  of  the 
societies  of  young  men  and  women  now  happily  being  organized 
in  so  many  places  for  historical  and  political  studies.  Some 
idea  of  the  character  of  this  series  may  be  gained  from  the  fol¬ 
lowing  list  of  the  subjects  of  the  first  sixteen  numbers,  which 
are  now  ready.  A  large  proportion  of  these  early  numbers 
relate  to  the  Constitution  and  the  history  of  its  growth,  which 
are  now  subjects  of  special  interest  to  historical  students. 


No.  1.  The  Constitution  of  the  United  States.  2-  The  Articles  of 
Confederation.  3-  The  Declaration  of  Independence.  4.  Washington’s 
Farewell  Address.  5-  Magna  Charta.  6-  Vane’s  “  Healing  Question.” 
7-  Charter  of  Massachusetts  Bay,  1629.  8-  Fundamental  Orders  of  Con¬ 
necticut,  1638.  9.  Franklin’s  Plan  of  Union,  1754.  10-  Washington’s 

Inaugurals.  11.  Lincoln’s  Inaugurals  and  Emancipation  Proclamation.  12. 
The  Federalist,  Nos.  1  and  2.  13.  The  Ordinance  of  1787.  14.  The  Con- 

greation  of  Ohio.*  15.  Washington’s  Circular  Letter  to  the  Governors  of 
tates,  1783.  16.  Washington’s  Letter  to  Benjamin  Harrison,  1784. 

Price,  five  cents  per  copy;  one  hundred  copies,  three  dollars.  Directors 
South  Studies ,  Old  South  Meeting  House ,  Boston. 

*  Double  number,  price  ten  cents. 


Continued  from  fir  it  inside  page  of  cover. 


Holbrook  High  Sch.,  Holbrook,  Mass. 
Groton  High  School,  Groton,  Mass. 
Kingston  High  Sch.,  Kingston,  Mass. 
Blackstone  High  School,  Mass. 
Thomaston  High  School,  Conn. 
Westport  High  Sch.,  Westport,  Conn. 
High  School,  Birmingham,  Conn. 

Meriden  High  Sch.,  Meriden,  Conn. 
Bristol  High  School,  Bristol,  Conn. 
High  School,  Clifton  Springs,  N.Y. 
Central  High  Sch.,  Philadelphia,  Pa. 
Girls’  High  School,  Louisville,  Ky. 
Corinth  High  School,  Corinth,  Miss. 
Kansas  City  High  School,  Mo. 
Zanesville  High  School,  Ohio. 
Bellevue  High  School,  Bellevue,  Ind. 
Wabash  High  School,  Wabash,  Ind. 
Ft.  Wayne  High  School,  Ind. 

Danville  High  School,  Danville,  Ind. 
South  Bend  High  Sch.,  So.  Bend,  Ind. 
Winamac  High  Sch.,  Winamac,  Ind; 


Greencastle  High  School,  Ind. 
Treaty  High  School,  Treaty,  Ind. 
Rockford  High  Sch.,  Rockford,  Ill. 
Mendota  High  School,  Mendota,  Ili. 
East  Side  High  Sch.,  Champaign,  Ill. 
Milford  High  School,  Milford,  Ill. 
Ypsilanti  High  Sch.,  Ypsilanti,  Mich. 
Pentwater  High  School,  Mich. 
Jackson  High  Sch.,  Jackson,  Mich. 
East  Saginaw  High  School,  Mich. 
Fond  du  Lac  High  School,  Wis. 
Florence  High  Sch.,  Florence,  Wis. 
St.  Cloud  High  School,  Minn. 

Corning  High  School,  Corning,  la. 
Sidney  High  School,  Sidney,  la. 
Humboldt  High  School,  Kan. 

Greensburg  High  School,  Kan. 
Baxter  Springs  High  School,  Kan. 
Howard  High  Sch.,  Howard,  Kan. 
Boulder  High  School,  Col. 

Rogers  High  Sch.,  Rogers,  Ark. 


The  following  is  a  partial  list  of  colleges  and  schools  into  which 
SHELDON'S  GREEK  AND  ROMAN  HISTORY  has  been 
introduced :  — 


Trinity  College, 
Erskine  Coll.. 
Carleton  Coll., 
Hamline  Univ., 
Washburn  Coll., 
Pinkerton  Acad., 
Watson  Acad., 
Morrisville  Acad., 
Dana  Hall, 

“The  Elms,” 

£5ook  Acad., 

State  Normal  Sch., 
Sewickley  Acad., 
liawrenceville  Sch, 


N.C. 

Due  West,  S.C. 
Northfield,  Minn. 

Minn. 
Topeka,  Kan- 
Derry,  N.H. 
Epping,  N.H. 

Vt. 

Wellesley,  Mass. 
Springfield,  Mass. 

Havana,  N.Y. 
Slippery  Rock,  Pa. 
Sewickley,  Pa. 

N.J. 


Teachers’  Reading  Circle,  N.J. 
Miss  Nourse’s  Sch.,  Cincinnati,  O. 
Ellsworth  High  Sch.,  Ellsworth,  Me. 
Concord  High  Sch.,  Concord,  N.H. 
Keene  High.,  Sch.,  Keene,  N.H. 
Windsor  High  Sch.,  Windsor,  Yt. 
Boston  High  and  Latin  Schs.,Mass. 
Cambridge  Latin  Sch.,  Mass. 

Rogers  High  Sch.,  Newport,  R. I. 
Providence  High  Sch.,  R.l. 

Springfield  High  Sch.,  Springfield,  O. 
Morris  High  Sch.,  Morris,  Minn. 

Los  Angeles  High  Sch.,  Cal. 


A  large  number  of  schools  have  also  signified  their  intention  of 
adopting  these  books  during  the  coming  year  (1889-90). 


Hi  ST  of  v. 


id  college.  The  only  history  f 
located  by  all  leading  teacher 


Sheldon’s  General  Histo  >*  high  schoc 

lowing  the  “  seminary  ”  or  i.  ’nn  r 

Price,  $1.60. 

Sheldon’s  Greek  and  Roman  History.  Contains  the  first  250  pages  of  t 
above  book.  Price,  $1.00. 

Teachers  Manual  to  Sheldon’s  History.  Puts  into  the  instructor’s  hand  t 

key  to  the  above  system.  Price,  80  cents 

Sheldon’s  Aids  to  the  Teaching-  of  General  History.  Gives  list  of  esse 
tial  boqks  for  reference  library.  Price,  10  cents. 

•^^idg-man  s  Ten  Years  of  IMassachusetts.  Pictures  the  development  of  tl 
Commonwealth  as  seen  in  its  laws.  Price,  75  cents. 

Shumway  s  A  Day  in  Ancient  Rome.  With  59  illustrations.  Should  find 
place  as  a  supplementary  reader  in  every  high  school  class  studying  Cicero,  Horae 
Tacitus,  etc.  Price,  75  cents. 

Old  South  Leaflets  on  U.  S.  History.  Reproductions  of  important  politic; 
and  historical  papers,  accompanied  by  useful  notes.  Price,  5  cents  each.  Per  hua 
dred,  $3.00. 

This  general  series  of  Old  South  Leaflets  now  includes  the  following  subjects  ;  Tl 
Constitution  of  the  United  States,  The  Articles  of  Confederation,  The  Declaration  < 
Independence,  Washington’s  Farewell  Address,  Magna  Charta,  Vane’s  “  Healing  Que 
tion,”  Charter  of  Massachusetts  Bay,  1629,  Fundamental  Orders  of  Connecticut,  163; 
Franklin  s  Plan  of  Union,  1754*  Washington’s  Inaugurals,  Lincoln’s  Inaugurals  an 
Emancipation  Proclamation,  The  Federalist;  Nos.  1  and  2,  The  Ordinance  of  178' 
The  Constitution  of  Ohio,  Washington’s  Letter  fo  Benjamin  Harrison,  Washington 
Circular  Letter  to  the  Governors. 

Allen’s  History  Topics.  Covers  Ancient,  Modern,  and  American  history,  and  give 
an  excellent  list  of  books  of  reference;  Price,  25  cents. 

Fisher’s  Select  Bibliog-.  of  Ecclesiastical  History.  An  annotated  list  c 
the  most  essential  books  for  a  Theological  studen’t  library.  Price,  15  cents. 

Hall’s  Methods  Of  Teaching-  History.  “Its  excellenqe  and  helpfulness  ougl 

to  secure  it  many  readers.”  —  The  Nation.  Prjce,  $1.30. 

Wilson^S  the  state.  Elements  of  Historical  and  Practical  Politics.  A  text-bool 
for  advanced  classes  in  high  schools  and  colleges  on  the  organization  and  functions  c 
governments.  In  Press. 

D.  C.  HEATH  Sz  CO.,  Publishers, 

BOSTON,  NEW  YORK  AND  CHICAGO. 


